Validation of a Coaching Skills Training Model for School Principals (Case Study: Secondary Schools in Qazvin Province)

Subject Areas :

fatemeh Ramazanpour siahkaldeh ¹ , rasool davodi ² , siros Izadpanah ³

1 - Department of Management, Za.C., Islamic Azad University, Zanjan, Iran.
2 - Department of Management, Za.C., Islamic Azad University, Zanjan, Iran.
3 - Department of English Language Teaching,Za.C., Islamic Azad University, Zanjan, Iran.

Received: 2025-08-03 Accepted : 2025-10-11 Published : 2025-10-26

Keywords: Coaching, training, organizational coaching, human resource development, organizational improvement.,

Abstract :

Purpose: In today’s transformative era, the role of school principals is no longer confined to managing administrative tasks; rather, they are expected to assume broader roles such as coach, facilitator, instructor, and guide. Coaching is recognized as one of the pillars of individual and organizational development in educational settings—a practice that can enhance performance, organizational commitment, job satisfaction, and ultimately improve learning at various levels. The present study aimed to validate a training model for coaching skills among school principals.

Method: This study employed a quantitative approach using analytical methods such as structural equation modeling (SEM). After reviewing the relevant literature and identifying the research model, the proposed model was tested. For the quantitative analysis, a questionnaire consisting of 85 Likert-scale items was distributed among 156 principals of secondary schools in Qazvin province. The collected data were analyzed using SmartPLS and SPSS software.

Findings: The results of the structural model revealed that “causal conditions” (individual, group, and organizational factors) had a significant effect on “coaching skills training,” and indirectly influenced strategies and outcomes through the enhancement of training. The assessment of model fit also indicated that the proposed model had an acceptable level of validity.

Conclusion: Based on the findings, the significant increase in the path coefficient from strategies to outcomes highlights the pivotal role of strategies adopted by principals in achieving the desired results of coaching. This indicates that mere coaching skills training, without the presence of active, practical, and conscious strategies in the workplace, cannot lead to effective outcomes.

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