This research explores the issues and challenges facing music teachers in England today. It aims to understand these and provide a more detailed understanding of their views about the potential opportunities and limitations of music education. It does this through an analysis of new data drawn from an online question (n.621) and telephone interviews (n.38) with music teachers from across all regions of England. This data collection took place in early 2020 prior to the lockdown in England as a result of COVID-19. The analysis of these data took place during April and May 2020, while England was under lockdown. Key themes explored relate to funding, equal opportunities and access to music education, hidden personal costs, confidence in policy making, leadership and accountability. Due to the timing of the analysis of the data, the conclusions drawn from this study are reflected upon in light of the imposition of restrictions due to the COVID-19 global pandemic. By identifying the challenges faced by music teachers in England, and their pragmatic responses to these, it is hoped that those responsible for music education in other parts of the world can make wiser choices that those made by English policy-makers.

这项研究探讨了当今英国音乐教师面临的问题和挑战。它旨在了解这些内容，并更详细地了解他们对音乐教育的潜在机会和局限性的看法。它通过对来自在线问题（n.621）和电话采访（n.38）的新数据进行分析，对来自英格兰各地的音乐老师进行了访谈。该数据收集于2020年初，当时由于COVID-19而在英国被封锁之前。对这些数据的分析是在2020年4月至2020年5月期间进行的，当时英格兰处于封锁状态。探索的关键主题涉及资金，平等机会和获得音乐教育的机会，隐性的个人成本，对决策的信心，领导能力和问责制。由于数据分析的时间安排，考虑到由于COVID-19全球大流行而施加的限制，因此可以反映出本研究得出的结论。通过确定英格兰音乐教师所面临的挑战以及他们对这些挑战的务实回应，希望世界其他地区负责音乐教育的人能够做出比英国决策者做出的明智选择。