Abstract:

Physical education (PE) teachers in Turkey fulfill the coaching role within school sports activities in addition to teaching roles. Coaching and teaching are different fields. In this regard, it is estimated that PE teachers experience role conflicts in the current system. The present study aimed at evaluating the role conflict situation from different perspectives in accordance with the opinions of the PE teachers. Six PE teachers, three female and three males, voluntarily participated in the study. In order to examine the role conflict in depth and to explain this situation better, the research was designed as phenomenology in qualitative research method A semi-structured interview form prepared by the researchers was used as a data collection tool. In the analysis of the data obtained, the content analysis method was used to make objective and systematic inferences. The study resulted in the outcome that especially young PE teachers had a role conflict and that they were negatively affected by this situation. PE teachers with a high level of sports background stated that they felt closer to the coaching role than the teaching role. Finally, all PE teachers who participated in the study emphasized that coach support was very important in this process. They also that they could not save time for their families and relatives due to high training hours and that they experienced physical and mental fatigue.

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