Profiling the Canadian High School Teacher-Coach: A National Survey

2016 ◽  
Vol 3 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
School Administrators ◽  
School Teacher ◽  
High School Teacher ◽  
Work Conditions ◽  
National Sample ◽  
Small Samples ◽  
The Status ◽  
Canadian Provinces ◽  
Academic Year

Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

scholarly journals The Relationship of Psychological Hardiness with Work Holism

2013 ◽  
Vol 5 ◽  
pp. 1-9
Author(s):  
Mohamad Khaledian ◽  
Banafshe Hasanvand ◽  
Sohrab Hassan Pour
Keyword(s):  
High School ◽  
School Teacher ◽  
High School Teacher ◽  
Simple Random Sampling ◽  
Male And Female ◽  
Gender And Work ◽  
Psychological Hardiness ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

Background and Aim: Present research intends to investigate relationship of psychological hardiness with work holism among high school teachers. Methods: The under study society includes all male and female high school teacher in Ghorveh city in the academic year 2012-2013. Using simple random sampling method, a sample size of 100 male and female teachers was selected. To collect data, Kobassa Psychological Hardiness Questionnaire and Aghabeigi Workaholics Questionnaire were employed. To analyze the data, descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-test and regression analysis) were used. Results: The findings indicated that there is negative and significant relationship between the variables psychological hardiness and work holism. In addition, there is association between gender and psychological hardiness and between gender and work holism, also the constituents of psychological hardiness (commitment, control and challenge) are able to predict work holism.

Constructing Professional Knowledge: A Case Study of an Experienced High School Teacher

1993 ◽  
Vol 13 (1) ◽  
pp. 2-23 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
High School ◽  
Public Schools ◽  
Classroom Practices ◽  
School Teacher ◽  
High School Teacher ◽  
Professional Service ◽  
Sources Of Knowledge ◽  
High School Physical Education ◽  
Academic Year

Steve Sommers has taught high school physical education for 16 years, and in that time he has learned much about the demands that teachers face in public schools. This study examined how Steve constructed the knowledge necessary to meet those demands. Specifically, this study sought to describe the sources and processes used in making pedagogical decisions. Data were collected over one academic year using life history and ethnographic techniques. Data analysis entailed reducing data to themes and categories that identified the specific sources of knowledge and how Steve used those sources in his teaching. Steve relied upon four primary knowledge sources: community, school, profession, and biography. These sources provided Steve with the expectations for his teaching and the limits of his responsibilities. Further, these sources provided the raw information that Steve translated into classroom practices. A dialectic tension existed between Steve and his occupational environment that shaped and gave status to his professional service.

The Social World of High School Athletic Coaches: Multiple Role Demands and Their Consequences

1987 ◽  
Vol 4 (3) ◽  
pp. 213-228 ◽  
Author(s):  
George H. Sage
Keyword(s):  
High School ◽  
Field Study ◽  
School Administrators ◽  
School Teacher ◽  
High School Teacher ◽  
Multiple Role ◽  
Athletic Coaches ◽  
The Social ◽  
High School Athletic ◽  
Role Demands

A field study of high school teacher/coaches was undertaken, guided by the following general questions: What is it like being a high school teacher/coach? What are the main occupational contingencies for high school teacher/coaches? How do teacher/coaches think about themselves and their situations? The larger field study that provided the data base for this paper was conducted over a 5-month period in 1985 during which I observed teacher/coaches in six high schools. The data were drawn from naturally occurring observations and conversations with teacher/coaches, noncoaching teachers, and school administrators. Formal interviews were also conducted with 50 teacher/coaches. Data described in this paper are qualitative and focus on teacher/coaches’ feelings and attitudes about their profession and the meanings about the multiple role demands they are confronted with. The observations and interviews demonstrate quite dramatically the complexity and pervasiveness of role overload and interrole conflict in this occupation and the role strain that results. Coping and resolution strategies used by teacher/coaches are discussed.

Engineer to Educator

2019 ◽  
pp. 63-67
Author(s):  
Sara B. Smith
Keyword(s):  
High School ◽  
Present State ◽  
Gifted And Talented ◽  
School Teacher ◽  
High School Teacher ◽  
Status Quo ◽  
Current Status ◽  
Highly Qualified ◽  
The Status

In this chapter, the author traces her path from youth all the way through her current status as a high school teacher. The author describes some of the benefits and difficulties experienced as a gifted and talented adult who has found herself in the role of teacher. The hope is that some of what she shares will stimulate thought and discussion about the present state of education and how to hold on to truly highly qualified educators. Our students need great teachers; teachers who are passionate, knowledgeable, and who are not afraid to push the status quo. Gifted and talented educators can provide a tough, lasting education. We can teach students more than the content. At the same time we are nurturing our students, we, too, need to be nurtured.

Relationship of High School Teacher Stress to Job Satisfaction

2010 ◽  
Author(s):  
Richard G. Lambert ◽  
Christopher J. McCarthy ◽  
Elizabeth W. Crowe ◽  
Colleen J. McCarthy
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Teacher Stress ◽  
School Teacher ◽  
High School Teacher ◽  
Relationship Of

Study of Kynematics and Dynamics in the Traffic of Rembangan Tourism in the Jember Regency as Learning Resources for Physics Learning in the Senior High School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Alfido Fauzy Zakaria ◽  
Bambang Supriadi ◽  
Trapsilo Prihandono
Keyword(s):  
High School ◽  
School Teacher ◽  
High School Teacher ◽  
Senior High School ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Learning Resources ◽  
Physics Learning ◽  
Newton's Law ◽  
Newton’S Law

One branch of physics is mechanics. Based on interviews to Senior High School teacher in Jember, mechanics is difficult to learn. The eksternals factor this chapter is dificult to learn is learning Resources. The learning Resources are often less contextuall with around the phenomenon of students. The contextuall learning Resources in the Jember Regency is study of kynematics and dynamics in the traffic of Rembangan Tourism. From this experiment, we get data can be used as a learning resources chapter uniform rectilinear motion, decelerated uniform rectilinear motion, accelerated uniform rectilinear motion, Newton’s Law, and circular motion.

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