Teacher-Coach Role Onflict
Teacher-Role Conflict
KIN 1004
February 18, 2013
Teacher-coach role conflict is an issue that is common to most physical education teachers. Physical educators usually express high interests in coaching since the occupation of physical education is synonymous with sport. In fact, most believe that physical educators must teach and coach simply because of tradition, therefore forcing a majority of physical educators into this dual role of coach and teacher. Role conflict refers to individuals involved in certain roles that are competing against each other. Individuals must meet the demands of each role, hence creating potential conflict and the excessive stress added by the attempt to meet every expectation. The purpose of this paper is to examine the issues of how teacher-coaches perceive their roles, the impact on students from this conflict and how teachers-coaches must fulfill the demands required from each role.
Perceptions and Performance of Dual Roles in Teaching-Coaching Teachers-coaches frequently perceive disparities when attempting to fulfill the duties of the two roles, that of the teacher, and the role of the coach. All teacher-coaches may perceive conflict differently based on their experiences and ideas of their required duties for each role. The way a teacher-coach perceives and performs their role somewhat involves critical concepts in the recruitment stage of teacher socialization: subjective warrant and the apprenticeship of observation. These concepts state, “subjective warrant is an individual’s perceptions of the requirements for teaching, and their ability to fulfill these requirements, whereas the apprenticeship of observation is the ideas and beliefs one holds about the job of teaching based on experiences in school as a student” (Gaudreault, 2012).
How teacher and coaches interpret their occupation Teacher-coaches obviously will have differences in the way that they perceive the different disparities between the demands
KIN 1004
February 18, 2013
Teacher-coach role conflict is an issue that is common to most physical education teachers. Physical educators usually express high interests in coaching since the occupation of physical education is synonymous with sport. In fact, most believe that physical educators must teach and coach simply because of tradition, therefore forcing a majority of physical educators into this dual role of coach and teacher. Role conflict refers to individuals involved in certain roles that are competing against each other. Individuals must meet the demands of each role, hence creating potential conflict and the excessive stress added by the attempt to meet every expectation. The purpose of this paper is to examine the issues of how teacher-coaches perceive their roles, the impact on students from this conflict and how teachers-coaches must fulfill the demands required from each role.
Perceptions and Performance of Dual Roles in Teaching-Coaching Teachers-coaches frequently perceive disparities when attempting to fulfill the duties of the two roles, that of the teacher, and the role of the coach. All teacher-coaches may perceive conflict differently based on their experiences and ideas of their required duties for each role. The way a teacher-coach perceives and performs their role somewhat involves critical concepts in the recruitment stage of teacher socialization: subjective warrant and the apprenticeship of observation. These concepts state, “subjective warrant is an individual’s perceptions of the requirements for teaching, and their ability to fulfill these requirements, whereas the apprenticeship of observation is the ideas and beliefs one holds about the job of teaching based on experiences in school as a student” (Gaudreault, 2012).
How teacher and coaches interpret their occupation Teacher-coaches obviously will have differences in the way that they perceive the different disparities between the demands
References: Donovan, M. (1997). Role overload and role conflict: Teacher or coach. British Journal of Physical Education, 17-20. Drake, D. D., & Hebert, E. P. (2002). Perceptions of occupational stress and strategies for avoiding burnout: case studies of two female teacher-coaches. Physical Educator, 59(4), 170-183. Gaudreault, K. L. (2012). Socialogical issues in teaching physical education. The Global Journal of Health and Physical Education Pedagogy, 1(4), 321-33. Ha, J., Hums, M., & Greenwell, T. C. (2011). Dual Role of Physical Education Teacher-Athletic Directors in Korean Secondary Schools. Physical Educator, 68(4), 221-233. Millslagle, D., & Morley, L. (2004). Investigation of Role Retreatism in the Teacher/Coach. Physical Educator, 61(3), 120-130. Richards, K. R., & Templin, T. J. (2012). Toward a Multidimensional Perspective on Teacher-Coach Role Conflict. Quest, 64(3), 164-176. Schempp, P. G. (2003). Teaching Sport and Physical Activity: Insight on the road to excellence. Champaign, IL, United States of America: Human Kinetics.