University of Kurdistan With the Co-operation of The Iranian Educational Administration Association School Administration 2538-4724 14 2 2026 07 01 Design and Validation of a Practical Coaching Guide for Iranian Secondary Schools 1 23 64709 10.22034/jsa.2026.145602.2654 EN Ali Hosseini Khah Associate Professor, Department of Curriculum Studies, Faculty of Psychology & Education, Kharazmi University, Tehran, Iran. Maryam Maleki Master Student, Department of Curriculum Studies, Faculty of Psychology & Education, Kharazmi University, Tehran, Iran Hassan Reza Zeinabadi Full Professor, Department of Educational Management, Faculty of Psychology & Education, Kharazmi University, Tehran, Iran Journal Article 2026 03 27 <strong>Objective</strong>: The aim was to design and validate a practical coaching guide for Iranian secondary schools based on the most recent documents in the world. Therefore, this study attempts to provide a practical model for implementing educational coaching at the school level by utilizing global experiences and Iranian cultural requirements.<br /><strong>Method</strong>: The research is qualitative and multi-stage. In the first step, the desired status of school coaching in international documents and sources was examined using the document analysis method. In the second step, based on the findings, a practical coaching guide was compiled in three sections and ten chapters. In the third step, the initial version was content-validated with the opinions of experts in the fields of coaching.<br /><strong>Results</strong>: The results showed that the designed guide has a rich content and standard framework. The detailed findings of the research led to the identification of four fundamental axes in the practical guide that form the main body of the model: 1. Learning-centered goal setting; 2. Reflective dialogue; 3. Structured feedback cycles; and 4. Collaborative learning. Also, the findings showed that the content validity of this guide was assessed by experts at a high level, and components such as "transparency of implementation protocols", "compliance with the Iranian schools' educational calendar", and "providing valid assessment tools" were identified as the main strengths of the guide.<br /><strong>Conclusions</strong>: In general, the designed guide can provide an effective framework as an operational roadmap to enhance teachers' professional capabilities and change the paradigm from control-oriented supervision to development-oriented support. Institutionalizing this guide in secondary schools will create a sustainable path to improve the quality of teaching and ultimately the academic achievement of students in the Iranian educational context. https://jsa.uok.ac.ir/article_64709_a3952e877c98c41ccff4d68030bf4993.pdf