Abstract
Stressors has to be managed in order for teacher-coaches to maintain their well-being, enhance job performance, and effectively support both their students and athletes. This study determined the relationship between job stressors and role conflict of teacher-coaches among public schools, utilizing a quantitative research approach, specifically a descriptive correlational research design. Simple random sampling was used to select the respondents for this study. Data were gathered through adapted and validated questionnaires, ensuring the reliability and validity of the instrument. Statistical analyses, including mean, standard deviation and Pearson product-moment coefficient of correlation. were employed to interpret the data. The results revealed that both job stressors and role conflict among teacher-coaches were present at moderate levels. Furthermore, job stressors were found to have a significant positive relationship with role conflict, indicating that as job stressors increase, the level of role conflict experienced by teacher-coaches also rises. The plan features the description, background, objectives, details, desired impact and outcome, risk management plan and organization and staffing to ensure effective implementation and achieve the intended goals successfully.
