TOWARD A VALIDATED MEASURE OF TEACHER/COACH ROLE CONFLICT Thomas J. Templin

Purdue UniversityDepartment of Health and Kinesiology

Chantal Levesque-BristolPurdue University

Center for Instructional Excellence

K. Andrew R. RichardsPurdue University

Center for Instructional Excellence

Center forInstructional Excellence

HEALTH ANDKINESIOLOGY

ROLE THEORY

• How individuals are expected to act in social settings

• Socialization and the development of a role identity

• Role performance and consensus

• In the absence of consensus, individuals may experience stress related to role performance

(Biddle, 1986; Hindin, 2007; Linton, 1936; Parsons, 1951; Stryker, 2001)

ROLE STRESSORS

• Role stressors that impact individuals’ work:• Role Ambiguity • Role Overload• Role Conflict

• Two forms of role stressors:• Intrarole stress • Interrole stress

(Richards et al., 2013; Richards & Templin, 2012; Turner, 2001)

TEACHER/COACH (T/C) ROLE CONFLICT• Concurrent performance of teaching and coaching roles

• Rewards and accountability tend to favor coaching• Role retreatism occurs when the T/C puts effort into one role

while neglecting the other

• T/Cs may be able to achieve a sense of role balance• Determined by individual and socialization level factors that

influence the T/C

(Konukman et al., 2010; Locke & Massengale, 1978; Richards & Templin, 2012)

PURPOSE AND RESEARCH QUESTIONS• While T/C role conflict has garnered significant interest,

the literature lacks validated measure of the construct

• Ryan (2008) created the T/C Role Conflict Scale (T/C-RCS)• Adapted Kopelman et al’s (1983) instrument for measuring

family/work role conflict• “Teaching-to-coaching” and “coaching-to-teaching” conflicts

• The current study sought to investigate the factorial, convergent, and divergent validity of Ryan’s scale

RESEARCH METHOD

PARTICIPANTS AND MEASURES

• Participants included 194 T/Cs (87 male, 107 female)• Rural (N=106), small city (N=67), college-town (N=21) schools• Taught core (64.4%) and non-core (35.6%) subjects

• All T/Cs completed an online survey that included:• The T/C-RCS (Ryan, 2008)• The Teacher Role Stressors Scale (TRSS)• The Personal Accomplishment (PA) Subscale of the Maslach-

Burnout Inventory (MBI; Maslach et al., 1996)

DATA ANALYSIS PROCEDURES

• The T/C-RCS proposed by Ryan (2008) was subjected to confirmatory factor analysis (CFA) using LISREL 9.1

• Two factors with five items per factor

• Several fit indices were used to evaluate model fit:• RMSEA and SRMR should be below .08• CFI and NNFI should be above .90

• Correlational analysis was used to evaluate:• Convergent validity (T/C-RCS with the TRSS)• Divergent validity (T/C-RCS with the PA subscale)

RESULTS

HYPOTHESIZED MODEL FOR CFA

CTT1

CTT2

CTT ConflictCTT3

TTC1

CTT5

CTT4

TTC2

TTC3

TTC5

TTC4

Errors Items Factors

TTC Conflict

CFA RESULTS

• Initial CFA indicated a good fit of the model to the data• χ2(34)=109.31, p<.001; CFI=.96; NNFI=.95; SRMR=.06; RMSEA=.11

• Correlated an error covariance between two items on the “coaching-to-teaching conflict” factor

• Following the modification, the fit because very good• χ2(33)=88.92, p<.001; CFI=.97; NNFI=.96; SRMR=.05; RMSEA=.09

• t-values for factor loading were all significant at p<.001

CFA RESULTS (CONTINUED)

Items CTT TTC t values1. My coaching makes it difficult to be the kind of teacher I'd like to be. .77 --- 10.89

2. Because of the amount of energy I spend in coaching, I often come to class too tired to do some of the things that I would like to do.

.78 --- 10.86

3. Coaching takes up time that I would spend involved in my teaching role. .77 --- 14.32

4. I am often preoccupied with an aspect of my coaching while I am in the classroom.

.61 --- 8.34

5. Because coaching is demanding, at times I am irritable while teaching. .75 --- 10.32

6. Because teaching is demanding, at times I am irritable while coaching. --- .76 7.76

7. In teaching, I have so much work to do that it takes away from my coaching.

--- .65 8.81

8. After teaching, I go to my practices or games more fatigued than I would prefer.

--- .65 8.81

9. My teaching schedule makes it difficult to perform my coaching duties. --- .69 9.36

10. I am often preoccupied with an aspect from the classroom while I am coaching.

--- .68 9.30

Factor loadings and t values for each item

HYPOTHESIZED MODEL FOR CFA

CTT1

CTT2

CTT ConflictCTT3

TTC1

CTT5

CTT4

TTC2

TTC3

TTC5

TTC4

0.41

0.39

0.40

0.63

0.44

0.41

0.58

0.58

0.52

0.53

0.77

0.78

0.77

0.61

0.75

0.69

0.76

0.65

0.65

0.69

Errors Items Factors

0.17

TTC Conflict

0.89

PERSONAL MOTIVATION

Scale CTT TTC RA RC RO PA

CTT 1

TTC .73** 1

RA .27** .30** 1

RC .25** .34** .39** 1

RO .31** .44** .34** .52** 1

PA -.27** -.29** -.33** -.17* -.16* 1

Mean 3.29 3.87 2.32 3.35 5.26 4.97

SD 1.28 1.22 .96 1.45 1.58 .73

Skewness .16 .08 1.51 .37 -.84 -.66

Minimum 1.00 1.00 1.00 1.00 1.00 2.50

Maximum 7.00 7.00 7.00 7.00 7.00 6.00

Coefficient Alpha .86 .82 .77 .73 .86 .75

Descriptive Statistics and Bivariate Correlations

Convergent Validity

Divergent Validity

DISCUSSION AND FINAL THOUGHTS

DISCUSSION

• Results support for the factorial, convergent, and divergent validity of the T/C-RCS

• Overall, fit indices point to good model fit• Factor loadings were all strong and significant

• The sample of T/Cs was diverse, which extends validity to teachers of numerous content areas

• Teachers across all content areas engage in coaching roles (Richards & Templin, 2012)

• The T/C-RCS is a valid and reliable measure of T/C role conflict for use by sport pedagogy researchers

FUTURE DIRECTIONS AND IMPLICATIONS• Evaluate the impact of role priority on role conflict

• Examination of the impact of role balance (Marks & MacDermind, 1996) on T/C stress

• Use the T/C-RCS to make recommendations for T/Cs experiencing significant conflict

• Applications in inservice and preservice training programs

• As research related to teacher socialization continues to evolve, valid and reliable measures are a necessity

• The T/C-RCS can be for role conflict, but surveys measuring other constructs (e.g., marginalization) would be beneficial

Thomas J. TemplinPurdue UniversityDepartment of Health and Kinesiology

Chantal Levesque-BristolPurdue University

Center for Instructional Excellence

K. Andrew R. RichardsPurdue UniversityCenter for Instructional Excellence

Center forInstructional Excellence

HEALTH ANDKINESIOLOGY

THANK YOUQuestions or Comments?