خلاصة:
the purpose of this study is to provide a model for developing the coaching competencies of education managers in 22 districts of tehran municipality. due to the nature of the subject, this research is descriptive and survey type. the tools used in this study are open interviews and a structured questionnaire. in order to collect information, delphi interview was conducted with 30 national coaching experts using purposive sampling method. then, the final model was distributed among 210 managers and education officials of tehran municipality using a questionnaire and was evaluated more extensively using structural equations in amos24 software and validation factor analysis. based on the results, the variables of coaching action competencies, behavioral-coaching competence, coach-executive competence and coach-monitoring competence were identified as variable dimensions of coaching competency development in tehran municipality education managers. the dimensions of the competitor's competencies are: individual and strategic analysis, setting strategic goals and developing operational plans. transformational leadership, trust, active listening and strong questioning as components of the coach's behavioral competence, empowerment, development and encouragement and guidance in the performance as components of the coach's executive competence, as well as positive monitoring, negative monitoring and feedback as components the coach's ability to monitor was recognized.
ملخص الجهاز:
Table No. 1- Final results of the first and second Delphi stages Dimensions Components Indicators Questions Needs Assessment Opinion Analysis 1-4 Individual and Strategic Human Resource Development Strengthening employee strengths, implementing purposeful training Setting scheduled training objectives 5-8 Strategic: Consensus in training plans Evaluating human resource development, development-oriented operational plans Developing analysis and problem-solving plans 9-12 Operational: Strengthening the relationship between the manager and training officials Utilizing operational plans, supporting employees 13-16 Comprehensive perspective Transformational leadership, ensuring employee competence Empowerment, employee interest Continuous support Trust, attention to perceptions and learning styles 17-19 Concern for the future Non-judgmental attitude Active listening, listening 20-22 Understanding topics Understanding employee perspectives Inquisitiveness, asking questions to create commitment 23-25 Powerful, asking questions to create learning Empowerment, human resource development Empowerment 26-29 Organizational behavior capability, enhancing technical knowledge, encouragement and motivation Developing and encouraging employee job motivation 30-32 Positive attitude toward the organization, performing organizational duties Guidance in performance, increasing job skills 33-36 Functional, improving organizational performance Employee satisfaction and sense of efficiency Evaluation and diagnosis of strengths, training course Positive monitoring, positive feedback 37-39 Results of courses Evaluation and diagnosis of weaknesses, training course Negative monitoring, adjusting operational plans of the course 40-43 Review and optimization of the course process Redesign, re-monitoring the course, improving the learning process Feedback on training needs 44-46 Achieving the goal Quantitative analysis of data After identifying the effective factors, a questionnaire was prepared and extensively distributed to senior, middle, and lower-level managers in the 22 districts of Tehran Municipality.
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