Thesis:

Designing a Paradigmatic Model of Educational Coaching Inhibitors in Elementary Schools

This research aims to design a paradigmatic model of the barriers to educational coaching in elementary schools. The research method is qualitative, and in the qualitative section, qualitative content analysis with a grounded theory approach has been considered. The participants included 12 experienced managers and teachers from the elementary level in the city of Sabzevar, selected using theoretical sampling and the snowball method. The data analysis method for the interviews in the qualitative section involved open, axial, and selective coding. The findings of the research included 49 open codes, 20 secondary codes, and 6 main categories, which encompass causal conditions (environmental factors, organizational factors, and individual factors), contexts (economic factors, political factors, social factors), intervening factors (managerial factors, organizational factors), strategies (attention to cultural barriers, continuous evaluation and feedback, active student participation, training and support, setting clear goals), a central category (educational policies, economic and social conditions, the role of family, and cultural attitudes), and outcomes (financial outcomes, individual outcomes, and organizational outcomes). Based on the results obtained, it can be stated that by improving the educational coaching process in elementary schools, existing barriers can be reduced. These actions not only help enhance the quality of education but also create a positive and supportive environment for student learning. Keywords: Barriers, Educational Coaching, Elementary Schools, Grounded Theory.

Keywords: Barriers, Educational Coaching, Elementary Schools, Grounded Theory