Role Conflict Among High School Teacher-Coaches on the Football Field and in the Classroom

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Balancing Act: Exploring the Interplay Between Sports, Academics, and Educators (Table 37)

Abstract

This study focused on role conflict experienced by high school teachers who coach football. Role theory was used to understand the decision-making process of teacher-coaches, exploring multiple roles, expectations, pressures, conflict, and consequences. The study used a multi-phased, mixed methods approach, collecting data from one southeast high school during the 2020-2021 academic year. Major themes included head coaches' authority in hiring and terminating teacher-coaches, the need for time and professional development, and excessive workload. Role conflict was a common experience. Recommendations included collaborative efforts to establish guidelines, allocate resources, and provide funding for teacher-coaches. Universities were advised to inform education majors about teacher demand in different areas. The study emphasized the importance of support systems for addressing teacher-coaches' unique challenges.

Authors

• Margaret B. Westmoreland, Southeastern Louisiana University

• Mindy L. Crain-Dorough, Southeastern Louisiana University