Navigating Dual Responsibilities: A Phenomenological Exploration of the Lived Experiences of Physical Education Teacher-Coaches
List of Authors
Gesryll Sol N. Limangan, Lizette Anne G. Forbes, Maria Ruzzel J. Rogel
Keyword
Physical Education; Teacher-Coach Role; Dual Roles; Coaching; Role Conflict
Abstract
Physical Education (P.E.) teachers occupy a dual professional role as both educators and coaches, shaping students’ physical, social, and academic development. Beyond athletic performance, they instill core values such as discipline, teamwork, and leadership skills essential for lifelong success. However, managing these overlapping responsibilities often results in role strain, particularly in the Philippine context where teachers face institutional expectations, limited resources, and heavy workloads. This study explored the lived experiences of P.E. teacher-coaches to understand how they balance these dual roles and how these experiences shape their teaching and coaching practices. Employing a qualitative phenomenological design, the research was conducted at the Sisters of Mary of Banneux Inc. Campus. Purposive sampling was used to select participants with at least one year of teaching and coaching experience. Data were gathered through semi-structured interviews and analyzed thematically to identify recurring patterns and meanings within their shared experiences. Findings revealed that teacher-coaches often prioritized coaching responsibilities over classroom instruction, particularly during sports seasons when athletic demands and institutional pressure intensified. This imbalance contributed to fatigue, stress, and reduced instructional focus. Despite these challenges, participants expressed deep fulfillment in witnessing students achieve both academic and athletic success. Their motivation stemmed from observing students’ growth in discipline, perseverance, and confidence, suggesting that coaching complemented their broader teaching mission. In Luzon, where competitive sports programs are prominent, teacher-coaches encountered heightened pressure to prepare athletes for regional and national competitions. With limited institutional support, they adopted coping strategies such as time management, goal-setting, and the use of digital tools to sustain student engagement. The study concludes that while P.E. teacher-coaches demonstrate adaptability and dedication, institutional reforms promoting balanced workloads, recognition, and professional development are essential. Strengthening support systems can enable teacher-coaches to better foster holistic student development in academics, athletics, and character formation.