Coaching Skills Development Model of Primary School Administrators under the Office of the Basic Education Commission
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| Title: | Coaching Skills Development Model of Primary School Administrators under the Office of the Basic Education Commission |
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| Language: | English |
| Authors: | Watsaphon Saengyochan, Suchada Bubpha, Patcharin Chompuwiset |
| Source: | International Education Studies. 2026 19(2):74-82. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Coaching (Performance), Skill Development, Elementary Schools, School Administration, Professional Development, Models, Administrators, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 1913-9020 1913-9039 |
| Abstract: | This study aimed to develop and evaluate the effectiveness of a coaching skills development model for primary school administrators under the Office of the Basic Education Commission. The study employed a Research and Development (R&D) approach and was conducted in three phases: (1) an investigation of the current state, desired state, and priority needs related to coaching skills; (2) the development of the model; and (3) the evaluation of the model. Research instruments included questionnaires, interview forms, model evaluation forms, and connoisseurship seminar record forms. Data were analyzed using the modified Priority Needs Index (PNI[subscript modified]), mean, standard deviation, and dependent samples t-test. The findings revealed that the developed model consisted of five components: (1) creating a learning exchange space to build trust and establish shared goals, (2) establishing experiential learning cycles to support innovative school administrators, (3) sharing, analyzing, and engaging in caring conversations, (4) testing prototype solutions and evaluating outcomes through change agents, and (5) using an online coaching platform to support continuous professional development. The evaluation results indicated that the model was rated at a high to highest level in terms of usefulness and feasibility. In addition, the post-training knowledge scores of the participating administrators were significantly higher than the pre-training scores at the 0.01 level. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505331 |
| Database: | ERIC |
| Abstract: | This study aimed to develop and evaluate the effectiveness of a coaching skills development model for primary school administrators under the Office of the Basic Education Commission. The study employed a Research and Development (R&D) approach and was conducted in three phases: (1) an investigation of the current state, desired state, and priority needs related to coaching skills; (2) the development of the model; and (3) the evaluation of the model. Research instruments included questionnaires, interview forms, model evaluation forms, and connoisseurship seminar record forms. Data were analyzed using the modified Priority Needs Index (PNI[subscript modified]), mean, standard deviation, and dependent samples t-test. The findings revealed that the developed model consisted of five components: (1) creating a learning exchange space to build trust and establish shared goals, (2) establishing experiential learning cycles to support innovative school administrators, (3) sharing, analyzing, and engaging in caring conversations, (4) testing prototype solutions and evaluating outcomes through change agents, and (5) using an online coaching platform to support continuous professional development. The evaluation results indicated that the model was rated at a high to highest level in terms of usefulness and feasibility. In addition, the post-training knowledge scores of the participating administrators were significantly higher than the pre-training scores at the 0.01 level. |
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| ISSN: | 1913-9020 1913-9039 |
