ESP-4459

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2026-02-22

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Vol. 11 No. 2 (2026): Publishing

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Research Articles

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Copyright (c) 2026 esus O. Tubog, Jr.

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How to Cite

Jesus O. Tubog, Jr. (2026). Coping strategies of sport coaches and teachers designated to sports responsibilities. Environment and Social Psychology, 11(2), ESP-4459. https://doi.org/10.59429/esp.v11i2.4459

Coping strategies of sport coaches and teachers designated to sports responsibilities

Jesus O. Tubog, Jr.

College of Sports Science and Physical Education, Western Mindanao State University, Zamboanga City 7000, Philippines


DOI: https://doi.org/10.59429/esp.v11i2.4459


Keywords: Coping Strategies, Sports, Coaches, Teachers, Sport Responsibilities

Abstract

The present study examined the lived coping experiences of Filipino higher education teachers designated as sport coaches who simultaneously managed academic and athletic responsibilities. Anchored in Lazarus and Folkman’s Transactional Theory of Stress and Coping, the research explored how teacher-coaches cognitively appraised occupational stressors and utilized coping strategies to sustain professional performance, motivation, and personal well-being. A qualitative phenomenological design was employed, and in-depth semi-structured interviews were conducted with twelve (12) licensed Filipino teacher-coaches from public and private higher education institutions in Zamboanga Peninsula, Philippines. Data were analyzed using thematic analysis, which generated themes reflecting adaptive coping strategies such as role separation through structured scheduling, purpose-driven reframing, peer support, routine maintenance, and reflective or faith-based practices. Findings indicated that coping strategies influenced effectiveness in both teaching and coaching roles by enhancing emotional regulation, decision-making, and resilience under pressure. Participants reported that structured routines, social support networks, and clear professional boundaries contributed to sustained motivation and reduced burnout. Despite limited institutional support, teacher-coaches demonstrated agency in managing dual-role demands through personal coping mechanisms grounded in cultural and professional values. The study highlights the need for institutional recognition of dual-role workload demands and recommends the development of responsive workload policies, psychosocial support systems, and targeted professional development programs to promote teacher-coach well-being within Philippine higher education institutions.

 

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