Coaches in the classroom: The impact of extracurricular activity impact on educators

Joe  Penno; Karen H.  Larwin

doi:10.59400/fes2286

Coaches in the classroom: The impact of extracurricular activity impact on educators

Joe Penno Wayne High School, 5400 Chambersburg Road, Huber Heights, OH 45424, USA
Karen H. Larwin Youngstown State University, Youngstown, OH 44514, USA

Article ID: 2286

DOI: https://doi.org/10.59400/fes2286

Keywords: extracurricular activities; student; educators; physical health; mental health; social development

Abstract

This study examines the impact of teachers’ participation in extracurricular activities (ECAs) on job satisfaction, organizational commitment, student rapport, and classroom management. It tests several hypotheses: Teachers involved in ECAs report higher job satisfaction, greater commitment to their school, stronger student relationships, and better classroom management. Research questions explore the correlation between ECA involvement and various teacher perceptions, including job satisfaction, organizational commitment, and classroom management. Utilizing social identity theory and organizational commitment theory, the study analyzes how engagement in ECAs influences teacher attitudes and behaviors. The research uses a mixed-methods approach, combining quantitative surveys and qualitative responses from high school teachers in southwest Ohio. Findings aim to inform school districts about teacher retention, burnout, and the benefits of ECA involvement.

Published

2025-05-21

How to Cite

Penno, J., & Larwin, K. H. (2025). Coaches in the classroom: The impact of extracurricular activity impact on educators. Forum for Education Studies, 3(2), 2286. https://doi.org/10.59400/fes2286

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Vol. 3 No. 2 (2025)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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