top of page
Published in
Academic Frontiers
Navigating Dual Professional Roles: A Phenomenological Study of Female Teacher-Coaches Lived Experiences in Magallanes District
Academic Frontiers, 2(7), 1-17, ISSN: 3082-4400, 2026.
Recommended Citation:
Tiu, C. L.& Villamor, L. I. N. (2026). Navigating Dual Professional Roles: A Phenomenological Study of Female Teacher-Coaches Lived Experiences in Magallanes District. Academic Frontiers, 2(7), 1–17. https://doi.org/10.5281/zenodo.21280585
Author(s)
Tiu, Catherine L., Villamor, Liz Irish Ng
Abstract
Female teacher-coaches play a critical role in promoting students' academic and athletic development while managing the competing demands of teaching and coaching. This study explored the lived experiences of thirteen (13) female teacher-coaches in the Magallanes District, Division of Agusan del Norte, Philippines, using a qualitative phenomenological design. Participants were purposively selected, and data were gathered through expert-validated semi-structured interviews, transcribed verbatim, and analyzed using Colaizzi's phenomenological method with MAXQDA. Findings revealed that participants viewed teaching and coaching as interconnected professional identities centered on holistic learner development through instruction, mentorship, leadership, and character formation. They experienced persistent challenges related to workload, time constraints, limited resources, and emotional demands, yet these experiences also fostered resilience, adaptability, leadership, and professional growth. To manage their dual responsibilities, participants employed effective time management, prioritization, self-regulation, collaboration, family and peer support, and continuous professional development. They further emphasized the need for stronger institutional support through equitable workload policies, professional development opportunities, administrative assistance, adequate sports facilities and resources, financial support, and recognition of their contributions. Overall, the findings demonstrate that balancing teaching and coaching is a transformative process that shapes a resilient educator-coach identity and highlights the importance of comprehensive organizational support to sustain teacher-coaches' well-being and effectiveness in fostering students' academic, athletic, and personal development.
Keywords
Female teacher-coaches, dual professional roles, lived experiences, phenomenology, role conflict, work-life balance, coping strategies, professional identity, workload management
bottom of page