IRB Number

25-0504-045

Date of Award

Winter 12-16-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Glenn Richard Penny, Ph.D.

Second Advisor

Seth Swary, Ph.D.

Abstract

The research problem for this study was that collegiate athletic trainers with children under 5 years old experience significant work-life conflict and negative mental health outcomes. The purpose of this study was to explore how collegiate ATs with young children describe their experiences of work-life conflict and to how these experiences relate to symptoms of anxiety and depression. Guided by interrole conflict theory and work-life conflict theory the study posed two research questions: (1) How do collegiate ATs with children under 5 describe their experiences of work-life conflict? (2) What is the relationship work-life conflict experiences on the symptoms of depression and anxiety in collegiate ATs who are parents under 5? Using a basic qualitative design, the research conducted semistructured Zoom interviews with 10 collegiate ATs with children under 5 and used thematic analysis to identify patterns and themes. Findings revealed that work-life conflict was pervasive and cyclical, intensifying during peak sports seasons. Participants described how time-based conflicts disrupted their family routines, strain-based conflicts reduced emotional availability at home, and behavior-based conflicts led professional habits to spillover. Participants described feelings of guilt, worry, irritability, and emotional detachment, with symptom intensity varying by division level, marital status, and access to support. Despite these challenges, participants identified coping strategies and supports that mitigated conflict. The findings suggest that work-life conflict among collegiate ATs is cyclical and structural, contributing to emotional strain and emphasizing the need for institutional policies that promote flexibility, mental health support, and sustainable workloads.

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