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Individual differences, perceived task characteristics, and preferences for teaching and coaching
P Chelladurai1, D J Kuga, C P O'Bryant
1School of PAES, Ohio State University, USA. chelladurai.1@osu.edu
Research Quarterly for Exercise and Sport
|June 25, 1999
Summary
Gender significantly influences preferences for teaching or coaching roles among physical education students. Men favored coaching, while women preferred teaching, with motivation and job variety playing key roles.
Area of Science:
- Sports Science
- Educational Psychology
Background:
- Understanding factors influencing career preferences in physical education is crucial for student development and retention.
- Individual differences, group dynamics, and task characteristics can shape career choices in sports-related fields.
Purpose of the Study:
- To investigate the influence of individual differences (gender, managerial potential, sex role attributes) and task factors on physical education students' preferences for teaching versus coaching.
- To identify specific factors that predict a preference for either a teaching or coaching role.
Main Methods:
- A study involving 192 undergraduate physical education students.
- Utilized scales measuring individual differences and a specially developed, factor-analyzed scale for group and task differences (job status, significance, variety, control, identity, discipline, motivation).
Main Results:
- Men showed a greater preference for coaching, while women preferred teaching.
- Both genders perceived greater job variety in coaching and control in teaching.
- Preference was influenced by gender, perceived ease of motivation, and perceived job variety.
Conclusions:
- Gender is a significant predictor of teaching versus coaching preferences in physical education.
- Perceived job characteristics, particularly motivation and variety, play a role in shaping these career preferences.
- Findings inform understanding of career path selection within physical education.