Forced Nomadism in Thin Air: Music Teachers’ Socioecological Burnout in Tibet

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  In Virtual iPresentation Only: SIG-Music Education Virtual Poster Session

Abstract

This study explores challenges facing music teachers in Tibetan primary schools via the Social Ecology of Burnout framework, examining intrapersonal, interpersonal, institutional, and policy‑level factors. Based on four focus groups (28 participants), findings reveal: (a) marginalization of music education; (b) structural barriers and resource shortages; (c) overwork and role overload; and (d) emotional burnout and professional identity crises. Teachers reported frequent reassignment to non‑music subjects, exclusion from training and evaluation, and heavy non‑teaching duties within a resource‑limited, exam‑driven system. These stressors undermine instructional quality and foster professional instability, conceptualized as “forced nomadic” identities, sustaining a cycle of burnout. We call for structural reforms to recognize and support music educators in rural and minority regions.

Authors

• Yuqi LIN, University of Macau

• Qizong Yue, Southwest University

• Katy Ieong Cheng Ho Weatherly, University of Macau