Unpacking Teachers’ Sports Coaching Experiences

Teacher-coaches play a vital role in secondary education by balancing instructional responsibilities with the demands of developing student-athletes. As schools increasingly rely on teachers to fulfill both academic and coaching roles, they encounter complex professional and personal challenges that influence their effectiveness and well-being.
This phenomenological study explored the lived experiences of teacher-coaches in sports coaching to gain a deeper understanding of the challenges they encounter, the coping strategies they employ, the rewarding aspects of their work, and the insights they have gained throughout their coaching journeys. The study involved ten junior and senior high school teacher-coaches from different schools in Davao del Norte who were selected through purposive sampling.
Data was gathered using in-depth interviews and focus group discussions and analyzed through thematic analysis to identify recurring patterns and themes. Findings revealed that teacher-coaches experienced numerous challenges, including inadequate sports equipment and facilities, financial and coaching resource constraints, insufficient training and professional preparation, self-doubt arising from setbacks and competitive losses, and difficulties in balancing teaching responsibilities with coaching obligations.
Despite these challenges, participants demonstrated resilience by building strong support systems, practicing effective stress management, and drawing motivation from their athletes’ dedication, achievements, and positive feedback. They also found fulfillment in mentoring athletes, witnessing their personal and athletic growth, strengthening teamwork and collaboration, pursuing continuous professional development, and cultivating perseverance. The study further highlighted valuable insights into holistic and athlete-centered coaching, ethical and service-oriented leadership, goal-directed athlete development, and the importance of maintaining role balance through effective time management and self-care.
These findings underscore the need for stronger institutional support through accessible coaching development programs, adequate sports resources, responsive workload management, and policies that promote the well-being, professional growth, and long-term effectiveness of teacher-coaches in secondary schools.

teacher-coaches; sports coaching; lived experiences; phenomenological study

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