طراحی الگوی کوچینگ مدیران مدارس ابتدایی

References

Amjadihour, J., Moslehgermi, M., Soltāni, E. and Zāhed-Bābelān, Ā. (2022). Identifying the indicators of primary school principals' coaching character. Journal of Educational Innovations, 21(3), 47-68. [10.22034/jei.2022.321352.2214] [In Persian]

Jang, S., Ko, E. J., & Woo, W. (2005). Unified User-Centric Context: Who, Where, When, What, How and Why. In UbiPCMM. [https://psycnet.apa.org/record/1999-02001-000]

Coyle, T. R. (2001). Factor analysis of variability measures in eight independent samples of children and adults. Journal of Experimental Child Psychology, 78(4), 330-358. [https://doi.org/10.1006/jecp.2000.2578]

Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. [https://psycnet.apa.org/record/1999-02001-000]

Yirci, R., Özdemir, T. Y., Kartal, S. E., & Kocabaş, İ. (2014). Teachers' perceptions regarding school principals' coaching skills. School Leadership & Management, 34(5), 454-469. [https://doi.org/ 10.1080/13632434.2014.905465]

Ebrahimpour, M., Charabin, M., Akbari, A. and Zendehdel, A. (2021). Designing a Competency Model for School Principals. Educational Development of Judishapur, 12(0), 439-453. [doi: 10.22118/edc.2020.194352.1109] [In Persian]

Esnaashari, N., & Shafiei Sarvestani, M. (2023,). Proceedings of the 10th National Conference on Modern Studies and Research in Humanities, Management and Entrepreneurship in Iran. Tehran, [Iran. https://civilica.com/doc/1828126] [In Persian]

Ettehadian Moghadam, N., & Tahqiqi, M. (2023). [The role of coaching in educational management]. In Proceedings of the 5th National Conference on Professional Research in Psychology and Counseling with a Teacher's Perspective. [https://civilica.com/doc/1761423] [In Persian]

Dennis, D. (2023). Executive Coaching for School Principals: A Qualitative Phenomenological Study. American College of Education. [https://www.proquest.com/openview/b4c7f93da984dc12d9c806709734428a/1?pq-origsite=gscholar&cbl=18750&diss=y]

Tarhani, A., Abdollahi, B., Zeinabadi, H. R. and abbasian, A. (2019). Principal Design of Education School Directors. The Journal of New Thoughts on Education, 15(1), 111-134. [10.22051/jontoe.2019.21190.2273] [In Persian]

AziziFar, S.N, Moarefzadeh, A.M, & HOSSEINPOUR, M. (2023). Analysis of self-improvement of primary school principals in Isfahan city. EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, 14(1 ), 92-104. SID. [https://sid.ir/paper/1096860/en] [In Persian]

Masoudi, Hamidifar, Khorshidi, & Delgoshaei. (2024). A coaching leadership model for primary school principals: Based on grounded theory. Teaching and Learning Research (Formerly Pedagogical Research Journal). [https://doi.org/10.30495/educ.2023.1989428.3007] [In Persian]

Jouzi, Z., & Yousefi, M. M. (2023). Mardan skills for managers of organization [Conference proceeding]. Retrieved from [https://civilica.com/doc/1933138][In Persian]

Naderi Boni, N, Moradyani, L, BAGHERI, GH, & Ebrahimi, S. (2020). The effect of managers coaching qualifications on participatory management of Nahavand schools. JOURNAL OF SCHOOL ADMINISTRATION, 8(1), 24-46. SID. [https://sid.ir/paper/377885/en] [In Persian]

Nosrati, T, Gholamzadeh, D, & MOMENI, M. (2021). Designing a Model for Managers' Coaching Competencies. JOURNAL OF HUMAN RESOURCE MANAGEMENT RESEARCH, 13(2 (44), 107-140. [SID. https://sid.ir/paper/1046181/en] [In Persian]

Novdehi H, Mohammadi Hoseini S A, Badri M. (2023).  Designing and compiling the model of coaching qualifications for school principals. MEO 2023; 12 (1) : 6
[URL: http://journalieaa.ir/article-1-502-fa.html] [In Persian]

Comstock, M., & Margolis, J. (2021). “Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators. Journal of school leadership, 31(4), 297-317. [https://doi/ 10.1177/1052684620969932]

 Dickens, K. N., McBrayer, J. S., Pannell, S., & Fallon, K. (2021). Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Georgia Rural School Leaders. Georgia Educational Researcher, 18(2), 52-71.[https://www.researchgate.net/publication/353593449]

Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M. K. (2023). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration & Leadership, 51(4), 868-888. [doi/full/10.1177/17411432211010317]

Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313. [http://dx.doi.org/10.1177/1942775118771671]

 Garcia, M., Duncan, P., Carmody-Bubb, M., & Ree, M. J. (2014). You have what? Personality! Traits that predict leadership styles for elementary principals. Psychology, 2014[https://psycnet.apa.org/doi/10.4236/psych.2014.53031]

Gates, S. M., Baird, M. D., Master, B. K., & Chavez-Herrerias, E. R. (2019). Principal Pipelines. [https://www.rand.org/pubs/research_reports/RR2666.html]

Hayes, S. D., & Burkett, J. R. (2021). Almost a principal: Coaching and training assistant principals for the next level of leadership. Journal of School Leadership, 31(6), 502-525. [doi/abs/10.1177/1052684620912673]

 Isnawan, M. G., & Sudirman, S. (2022). Principal competency model development: Phenomenological design with coaching techniques in Sekolah Penggerak. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 8(01), 59-68. [http://dx.doi.org/10.32678/tarbawi.v8i01.5867]

Isa, M., Neliwati, N., & Hadijaya, Y. (2024). Quality improvement management in teacher professional development. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(2), 136-147. [https://doi.org/10.31538/munaddhomah.v5i2.782]

Fales, E. F. (2025). Exploring the Effect of Blended Coaching on Principal Leadership: A Phenomenological Study. [https://digitalcommons.liberty.edu/doctoral/6709/]

 Asbari, M. (2024). Transforming Teaching Practices: The Impact of Leaders Coaching in Educational Settings. International Journal of Social and Management Studies, 5(2), 27-40. [https://doi.org/10.5555/ijosmas.v5i2.429]

 Aimang, H. A., Judijanto, L., Mufarrihah, A., Suprayitno, D., & Susanti, M. (2024). Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(3), 1028-1042. [http://dx.doi.org/10.33650/al-tanzim.v8i3.8354]

Tamadoni, A., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). A systematic review of key contextual challenges facing school principals: Research-informed coping solutions. Educational Management Administration & Leadership, 52(1), 116-150. [http://dx.doi.org/10.1177/17411432211061439]

Kenayathulla, H. B., Ghani, M. F. A., & Radzi, N. M. (2024). Enhancing quality appointment, preparation and support system for Malaysian principals. Education Sciences, 14(6), 659. [https://doi.org/10.3390/educsci14060659]

 Lochmiller, C. R. (2018). Coaching principals for the complexity of school reform. Journal of School Leadership, 28(2), 144-172. [https://doi.org/10.1177/105268461802800201]

 Slettbakk, A., & Aas, M. (2025). Group coaching to enhance school leadership performance. International Journal of Mentoring and Coaching in Education. . [https://doi.org/ 10.1108/IJMCE-04-2024-0045]

Sogunro, O. A. (2012). Stress in school administration: Coping tips for principals. Journal of School Leadership, 22(3), 664-700[http://dx.doi.org/ 10.1177/105268461202200309]

Westberry, L., & Hornor, T. (2022). Best practices in principal professional development. AASA[https://eric.ed.gov/?id=EJ1336648]

Wise, D., & Cavazos, B. (2017). Leadership coaching for principals: A national study. Mentoring & Tutoring: Partnership in Learning, 25(2), 223-245. [https://doi.org/10.1080/13611267.2017.1327690]