Balancing Acts: Coping Mechanisms of PE Teachers Handling Academic and Athletic Responsibilities

Abstract

This study explored how physical education (PE) teachers manage and cope with the dual demands of academic instruction and athletic coaching, while identifying strategies that help them sustain performance, manage stress, and maintain work-life balance. Using a qualitative approach, in-depth interviews were conducted to 15 PE teachers who actively handle both teaching and coaching responsibilities. Findings revealed that participants face persistent role conflict, emotional and physical exhaustion, and a lack of institutional support and resources. These challenges not only affect professional effectiveness but also contribute to stress, fatigue, and a sense of isolation. Despite these demands, PE teachers employ several adaptive strategies to navigate their complex roles. Structured routines, prioritization, strategic delegation, peer support, and intentional self-care were found to enhance their focus, energy, and resilience. Participants emphasized that these practices, combined with clear boundaries and mindful recovery, are crucial for preventing burnout and maintaining both teaching and coaching effectiveness. The study highlights the importance of both personal coping mechanisms and institutional support in sustaining dual-role performance. It offers a fresh perspective on the lived experiences of teacher-coaches by illustrating how intentional strategies and collaborative networks can mitigate the pressures of overlapping responsibilities. The findings suggest that schools should implement targeted policies, flexible scheduling, and resource provision to support teacher-coaches, thereby fostering professional efficacy, well-being, and a sustainable work-life balance.