Adaptive Coping Mechanisms of Sport Coaches and Teachers Assigned to Athletic Responsibilities

Abstract

Balancing instructional duties with sports coaching responsibilities requires professionals to continuously adjust to competing workplace demands. This study examined the adaptive coping mechanisms employed by sport coaches and teachers assigned to athletic responsibilities and explored how these mechanisms shape professional effectiveness, motivation, decision-making, and well-being. Guided by the Transactional Theory of Stress and Coping, a qualitative phenomenological approach was utilized involving eighteen Filipino licensed teachers serving as sports coaches in public and private higher education institutions within the Zamboanga Peninsula, Philippines. Data were obtained through semi-structured interviews and analyzed using Braun and Clarke’s Reflexive Thematic Analysis. The findings identified adaptive coping mechanisms including role boundary management, structured routines, purpose-oriented thinking, faith-based reflection, collegial support, strategic planning, and self-care practices. Participants indicated that these approaches supported emotional balance, strengthened decision-making, sustained motivation, and enhanced their ability to fulfill both academic and athletic responsibilities. The study underscores the value of adaptive coping mechanisms in helping teacher-coaches navigate dual-role demands and highlights the importance of institutional initiatives that foster professional effectiveness and long-term well-being.