Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers

Autor/inn/en	Richards, K. Andrew R.; Templin, Thomas J.; Levesque-Bristol, Chantal; Blankenship, Bonnie Tjeerdsma
Titel	Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers
Quelle	In: Journal of Teaching in Physical Education, 33 (2014) 3, S.383-402 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2013-0159
Schlagwörter	Physical Education Teachers; Teacher Burnout; Stress Variables; Athletic Coaches; Teacher Attitudes; Role; Resilience (Psychology); Role Theory; Role Conflict; Mathematics Teachers; English Teachers; Statistical Analysis; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Rollen; Rollentheorie; Rollenkonflikt; Mathematics; Mathematik; Lehrende; English language lessons; Englischunterricht; Statistische Analyse; Elementary school; Grundschule; Volksschule
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. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://www.humankinetics.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10