Fifteenth International Conference on Sport & Society

Abstract

This study focuses on role conflict experienced by high school teachers who also coach football, a gap in research as previous studies focused on PE and social studies teachers. 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 and football season. 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 due to juggling dual roles. Recommendations include collaborative efforts to establish guidelines, allocate resources, and provide funding for high school teacher-coaches. Universities were advised to inform education majors about teacher demand in different areas. The study emphasizes the importance of support systems for addressing teacher-coaches’ unique challenges.