One Teacher’s Experience of Teaching Physical Education and Another School Subject: An Inter-Role Conflict?

Abstract

The study results suggest that the already complex and multifaceted role of a school teacher (Richards, Templin, Levesque-Bristol, & Blankenship, 2014) seems to be further complicated when teachers are tasked with simultaneously teaching physical education and another school subject. With the presence of a role conflict management strategy such as role prioritization (Stryker, 1968), one can presume that teachers who are tasked with teaching physical education and another school subject may experience some level of role conflict.

Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS)

“…While a significant amount of work has been done on the teacher-coach conflict (see Konukman et al, 2010), only one qualitative study (see Iannucci and MacPhail, 2018) has begun to identify and understand the dual role conflict experienced by teachers of multiple subjects, specifically PE and another school subject(s). In a study conducted by Iannucci and MacPhail (2017) it was suggested that when teachers are responsible for teaching multiple school subjects they can experience a push-pull dynamic between the two roles.…”

“…However, it was also proposed that teaching a combination of two subjects may dilute the negative effects of challenges faced by teachers of a marginalized school subject when responsible for teaching that subject for the entirety of their allocated teaching hours. Revisiting the data through a role theory lens, Iannucci and MacPhail (2018) identified parallels between one participant's professional life and the teacher-coach conflict literature. The results of their study suggest that dual subject teachers can, and perhaps do, experience role conflict.…”

“…While there is evidence to suggest a balance can be found when concurrently enacting dual roles (Iannucci and MacPhail, 2017; Woods and Lynn, 2014), there is also evidence which suggests it can be problematic (Iannucci and MacPhail, 2018; Richards et al, 2014a). When challenges arise, individuals tend to manage interrole conflict by prioritizing roles (Iannucci and MacPhail, 2018; Richards et al, 2013). Personal preferences, award and accountability structures, and contextual factors can influence role prioritization (Herbert, 2007).…”

“…Personal preferences, award and accountability structures, and contextual factors can influence role prioritization (Herbert, 2007). When prioritization occurs, roles that received lower priority may experience negative consequences, such as neglect (Iannucci and MacPhail, 2018; Millslagle and Morley, 2004). Role conflict is also believed to lead to decreased occupational commitment, poor job performance, and ultimately burnout and early career attrition (Drake and Hebert, 2002; Hom and Kinicki, 2001).…”

“…It has recently been suggested that teachers’ professional lives may also be affected by another dual role position within the school context that warrants further investigation. That is, being a teacher of multiple school subjects (Iannucci and MacPhail, 2017, 2018), and more specifically when the different subjects have subject specific roles and responsibilities that are different or contrasting to the extent that it becomes difficult for one person to fill both sets of expectations.…”