Being a Teacher-Coach in Ontario High Schools: Challenges and Recommendations

Martin Camiré

Abstract


In Ontario, coaching positions in high schools must be assumed by teachers who voluntarily take on the role of teacher-coach. There are tens of thousands of teacher-coaches in the province but little is known concerning their needs and preferred forms of support. The current study’s purpose consisted of examining the perspectives of Ontario high school teacher-coaches on the challenges they face and the initiatives they recommend to alleviate those challenges. Twenty-two participants (19 men, 3 women, Mage = 37.5 years, age range: 25-56 years) from across the province took part in semi-structured interviews. The teacher-coaches discussed how they faced several challenges, most notably concurrently managing their teaching and coaching responsibilities and meeting their family obligations. To alleviate the challenges, most teacher-coaches preferred being relieved of certain teaching duties and being offered more preparation time rather than being compensated financially. Suggestions are provided to help teachers maintain their involvement in coaching.


Keywords


Psychological, Pedagogical

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