Vol. 7, Issue 2, Part G (2025)

Within contemporary educational frameworks, physical education teachers increasingly perceive dual responsibilities as educators and coaches, creating layered and often conflicting professional expectations. The study examines the dynamics of teacher-coach role conflict experienced by secondary physical education teachers in Tripura, India, emphasizing its consequences for curriculum adherence, professional self-conception and pedagogical efficacy. A total of 20 physical education teachers of various secondary schools of West Tripura were participated in the study. Person by person a semi-structured interview with specific focus was conducted to collect the data. Thematic interpretation of the data identified four principal categories such as role overload compounded by temporal conflict (100%), the elevation of coaching duties over instructional imperatives (80%), insufficient administrative backing (70%) and adaptive strategies employed to mitigate occupational strain. However, 65% of physical educators used peer support and intrinsic motivation to cope, while 15% showed signs of burnout. Results indicate that practitioners frequently encounter conflicting schedules and indistinct role discriminations, particularly during inter-school competitions. Instructional quality is routinely sacrificed to coaching agendas, a tendency reinforced by institutional benchmarks that prioritize sporting success. In Tripura, these difficulties are intensified by inadequate facilities, a sense of professional marginality and the persistent marginalization of physical education. Despite these impairments, many educators demonstrate challenging personal dedication, leveraging collegial networks and intrinsic motivation to sustain professional obligations. The study reveals an urgent need for thoughtfully designed policy measures that clarify professional roles, enhance workplace environments and expand opportunities for on-going professional growth. Bolstering institutional support and explicitly recognizing the distinctive roles that physical educators play are essential to mitigating the sources of role conflict and to fostering the comprehensive development of all students.