Résumé
The teacher-coach role conflict occurs when an individual holds both teaching and coaching roles as the positions are viewed as similar, but differ greatly in goals, expectations, and status (Mellor et al., 2020). Coaching tends to hold priority and may reduce the effectiveness of teaching practices (Mellor et al., 2020). The purpose of this study was to investigate the current scope of the literature on how the teacher-coach role conflict may impact the act of teaching. The PRISMA extension for scoping reviews (PRISMA-ScR) (Tricco et al., 2018) framework guided the work. A database search was completed across Academic Search Premier, SportDiscus, PSYCInfo, and ProQuest Central alongside a structured grey literature search (Godin et al., 2015) on Google. Initial database searches yielded 225 total articles. After title and abstract screening, 39 articles were retained and 35 moved onto analysis following full-text screening. Inclusion criteria focused on articles that were about teachers of any subject who were also holding athletic coaching positions, the conflict that may or may not occur from holding those roles, and the impact it then has on their teaching practices. All data analysis occurred on SUMARI. Results highlighted a variety of role stressors that exist across literature such as time demands, differing expectations, and role retreatism that may impact teaching behaviours. This review shows the present issues that may be associated with teacher-coach role conflict and highlights a need for supports to mitigate this issue and improve teaching practices.
