Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

Within Canada, high school sport is the most popular extracurricular activity (Statistics Canada, 2008). Previous research has found that teachers who take additional roles may increase their chances of role conflict and occupational dissatisfaction (Richards & Templin, 2012). Little research has examined the motivations teacher-coaches have for taking on a dual-role. Further, researchers assert that high school sport can facilitate positive youth development (Camiré, & Trudel, 2010). The purpose of this thesis was to gain a more in-depth understanding of this dual-role as well as perceptions related positive youth development. Results of the research are presented in two articles. The first article examines teacher-coaches motives for taking on a dual role position. The second article examines the perceptions teacher-coaches have related to the impact of participation in high school sport. Overall, the results produced rich insight into the world of volunteer teacher-coaches and student-athlete development in high school sport.

The purpose of this life story study was to explore the experiences of a woman high school teacher-coach and the factors that have contributed to her maintained involvement in sport leadership throughout her life. One participant took part in one timeline interview and four subsequent semi-structured interviews over several months. The resultant transcripts were analysed using a combination of narrative and thematic analysis. The findings of this study provided insight into four broad themes: passion for sport, perception of gender, personal traits, and community and belonging. This study contributes a unique, in-depth, exploration of life as a woman teacher-coach in Canada, and the facilitating factors for long term sport involvement. Future studies may explore the experiences of women volunteer coaches. / Graduate

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information. / TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

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The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.