Abstract
This multiple instrumental case study examined how competitive marching band teachers strive for their ideal work-life balance. Four teachers with highly competitive marching bands were selected as participants. In particular, this study was guided by the following research questions: (1) How do competitive marching band teachers describe their work-life balance? (2) What factors do competitive marching band teachers cite as facilitative of desired work-life balance? (3) What factors do competitive marching band teachers cite as inhibitive of desired work-life balance? Data were collected over a period of 6 months, and data sources included in-person interviews and email correspondence. Thematic analysis of the data revealed that the participants cited inhibitive aspects as pressure from parents, students, and staff; general pressure to uphold the reputation of their band program; and extreme time commitment/workload. Participants cited how balance was pursued proactively. Pursuit of balance was facilitated by setting personal rules and boundaries, by making time for self and others, and through help from supportive people. Finally, participants cited a blended identity and blending of work and home domains as simultaneously facilitative and inhibitive. Recommendations for future research are made.
