Understanding differences in role stressors, resilience, and burnout in teacher/coaches and non-coaching teachers

K. Andrew R. Richards, Thomas J. Templin, Chantal Levesque-Bristol, Bonnie Tjeerdsma Blankenship

Research output: Contribution to journalArticlepeer-review

Abstract

The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching teachers from core (e.g., mathematics, language arts) and noncore (e.g., physical education, music) subjects.Analyses were conducted using 2 × 2 (coaching status × subject affiliation) Factorial ANOVAs. While some group differences are highlighted, overall the results suggest that there are more similarities than differences among teacher/ coaches and noncoaching teachers. These findings suggest that it is not safe to assume that dual role teacher/coaches will always experience more role stress and burnout than noncoaching teachers. Additional research is needed to more fully understand the implications of being a dual role teacher/coach.

Original languageEnglish (US)
Pages (from-to)383-402
Number of pages20
JournalJournal of Teaching in Physical Education
Volume33
Issue number3
DOIs
StatePublished - 2014
Externally publishedYes

Keywords

  • Coaching
  • Role conflict
  • Role theory
  • Teaching

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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