Navigating Dual Roles: Coping Mechanisms of Physical Education Teachers in Higher Education
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Abstract
Physical Education (PE) teachers in higher education often perform the dual roles of classroom instructors and athletic coaches, requiring them to manage diverse professional responsibilities simultaneously. This study explored the coping mechanisms employed by Physical Education teachers in managing these dual responsibilities. A qualitative research design was utilized, involving semi-structured interviews with 15 purposively selected Physical Education teachers who actively served as both instructors and coaches in higher education institutions. The collected data were analyzed using Braun and Clarke's thematic analysis to identify recurring patterns and shared experiences. The findings revealed that participants encountered challenges related to role conflict and workload pressure, physical and emotional exhaustion, and limited institutional support. To address these challenges, participants adopted various coping mechanisms, including effective time management and prioritization, personal well-being and self-care practices, and collaborative support from colleagues, administrators, and family members. Participants likewise emphasized the need for institutional support through flexible workload policies, adequate resources and facilities, and continuous professional development and wellness initiatives to enhance their ability to fulfill both teaching and coaching responsibilities effectively. The study concludes that successfully managing the dual roles of teaching and coaching requires a combination of individual resilience and supportive institutional environments. The findings contribute to a deeper understanding of the experiences of Physical Education teacher-coaches and provide practical insights for higher education administrators in developing policies and support systems that promote faculty well-being, sustainable workload management, and improved professional performance...
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