Designing and Validating a Coaching Model for Secondary School Principals in Qazvin Province: A Mixed-Methods Study

Abstract

This study aimed to design and validate a coaching model for secondary school principals in Qazvin Province, Iran. The study employed a sequential exploratory mixed-methods design. In the qualitative phase, data were collected through semi-structured interviews with 11 experts in educational administration and experienced school principals and were analyzed using grounded theory. In the quantitative phase, a researcher-made questionnaire was developed based on the qualitative findings. After confirmation of face and content validity and a pilot study with 30 principals, the questionnaire was administered to 384 secondary school principals in Qazvin Province. Quantitative data were analyzed using structural equation modeling with the partial least squares approach through SmartPLS. Qualitative analysis resulted in 191 open codes, 57 indicators, and 13 components, organized into causal conditions, contextual conditions, intervening factors, strategies, and consequences. In the quantitative phase, factor loadings ranged from 0.58 to 0.70. Cronbach’s alpha coefficients ranged from 0.81 to 0.90, composite reliability values ranged from 0.85 to 0.93, and average variance extracted values ranged from 0.56 to 0.72. Discriminant validity indices were confirmed, and the SRMR value was 0.069, indicating an acceptable model fit. The validated coaching model provides a reliable framework for developing principals’ professional competencies, strengthening educational leadership, and improving secondary school performance. Integrating coaching approaches into principals’ empowerment programs can enhance school management quality and support more effective teaching–learning processes.