The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.

中文翻译：

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使音乐教育适应流行病法规：通过自我民族志概念化学校需求-资源理论创新


COVID-19 大流行深刻影响了世界各地学生和教师的福祉。工作需求资源理论一直是理解工人如何应对艰苦条件的完整理论框架。此外，研究需求-资源模型的概念化是为了了解学生的学校责任如何影响他们的福祉和表现。然而，在统一这些模型以了解教师和学生的福祉如何受到学校需求和资源的共同影响方面存在差距。为了解决这个问题，我概念化了学校需求资源模型来探索这种现象的交叉点。通过自我民族志，我反思了自己作为一名公立学校音乐教师在 COVID-19 大流行期间促进学习经历的专业实践。得出的调查结果为工作需求-资源和学习需求-资源的交叉点以及公共卫生法规如何影响音乐项目功能提供了新的理解。学校要求的增加包括保持身体距离、不唱歌或不活动的教学和学习，以及加强课堂材料的卫生，但通过成功的工作/学习设计缓解了这些要求。学校资源也受到与大流行相关的卫生协议的影响，包括课堂关系、学校材料和自我效能的变化。对未来研究的影响包括探索课堂关系和工作/学习设计如何优化学校音乐项目的参与度和福祉。