چكيده لاتين
The aim of the present study was to design and validate a coaching -oriented organization model for vocational schools, which was carried out within the framework of a mixed approach and using the grounded theory strategy. The target population of this qualitative study was experts in the field of coaching, academic and technical and professional specialists, of whom 16 people were selected purposefully using the snowball sampling method. The data required for this section were collected through semi-structured interviews. In order to examine the validity and reliability in the qualitative section, the criteria of reliability, transferability and dependability, confirmability, verification and conformity were used. Data analysis from the interviews was carried out using MAXQDA software, based on the Strauss and Corbin design, through three stages of open, axial and selective coding, and 44 axial codes and 15 selective codes were extracted, based on which the research model was designed. The quantitative part of the research was conducted using a survey method. The statistical population of this section consisted of the administrative and educational staff of the six districts of Isfahan in the academic year 1403-1404. The target population was 2080 people, from whom a sample of 324 people was selected using the Cochran formula using a stratified sampling method proportional to the volume. A researcher-made questionnaire with 125 questions was used to collect data. To confirm the validity of the instrument in the quantitative section, content validity (expertsʹ perspective) and construct validity were used through confirmatory factor analysis and convergent and divergent (diagnostic) validity, all of which were confirmed. To determine reliability, Cronbachʹs alpha method was used, and the reliability coefficient of the questionnaire was estimated to be 0.96. SPSS 24 software and Smart-Pls structural equation modeling were used to analyze the data in the quantitative section. The findings of the qualitative part of the research showed that the central phenomenon, namely the coaching- oriented organization in c vocational schools, has 7 dimensions: a system based on feedback-oriented interactions, questioning and reflection, responsibility and self-awareness, continuous and participatory learning, individual empowerment, a communication system with trust and respect, and dynamism and foresight. The causal factors for creating a coaching- oriented organization in vocational schools were identified as mission orientation and focusing on the organizationʹs mission, adaptability and dynamism of the organization, value-creating and motivated human resources, and constructive organizational communications and interactions. The strategies of this model were the design of an evaluation and feedback system, development in the organization, and institutionalization of a coaching culture. The background conditions included functional and specialized environmental factors within the organization and general environmental factors, and cultural, structural, and human barriers were identified as intervening factors, which ultimately lead to the emergence of the main consequences of coaching- oriented vocational schools in three individual, organizational, and supra-organizational dimensions. In the quantitative part, the results of confirmatory factor analysis showed that the identified model for vocational schools has a good fit and can predict it. It is suggested that education policymakers and planners consider the conditions and effective factors identified in this model and benefit from its identified strategies in such a way that by implementing them, the establishment of a coaching- oriented organization in vocational schools becomes possible and individual, organizational, and supra-organizational consequences resulting from the implementation of this model are achieved.
