Abstract

This study focuses on role conflict experienced by high school teachers who also coach football, a gap in research as previous studies focused on physical education and social studies teachers. Role theory was used to understand the decision-making process of teacher-coaches, exploring multiple roles, expectations, pressures, conflict, and consequences. The study used a multi-phased, mixed methods approach, collecting data from one large high school in the southeastern United States during the 2020 to 2021 academic year and football season. Major themes included head coaches’ authority in hiring and terminating teacher-coaches, the need for time and professional development, and excessive workload. Role conflict was a common experience due to juggling dual roles. Recommendations include collaborative efforts to establish guidelines, allocate resources, and provide funding for high school teacher-coaches. Universities were advised to inform education majors about teacher demand in different areas. This study emphasizes the importance of support systems for addressing teacher-coaches’ unique challenges.