COACHING SYSTEM ADMINISTRATION MODEL FOR HOMEROOM TEACHERS OF SECONDARY VOCATIONAL SCHOOLS IN GUANGDONG PROVINCE

Anni He; Suttipong  Boonphadung; Thada  Siththada

Authors

Anni He Student of Doctor in Educational Administration, Department of Educational Administration, Suan Sunandha Rajabhat University
Suttipong Boonphadung Lecturer in the Program of Educational Administration, Graduate School Suan Sunandha Rajabhat University
Thada Siththada Lecturer in the Program of Educational Administration, Graduate School Suan Sunandha Rajabhat University

Keywords:

Coaching System Administration, Homeroom Teachers, Vocational Education

Abstract

Homeroom teachers in secondary vocational schools are a cornerstone of students’ holistic development, yet expanding responsibilities have caused substantial stress and professional burnout. Drawing on the PRACTICE coaching framework (capitalized consistently per academic convention), this study constructed and empirically validated a contextually tailored Coaching System Administration Model (CSAM) for Chinese vocational education. The model encompasses eight latent constructs: Problem Identification, Realistic Goal Setting, Alternative Solutions Generation, Consideration of Consequences, Feasibility Plan, Implementation Plan, Evaluation, and Emotional State. Using a mixed-methods design, we conducted a cross-sectional survey of 512 homeroom teachers from four regions in Guangdong Province and used confirmatory factor analysis (CFA) to validate the model. Results demonstrated robust internal consistency reliability, construct validity, and excellent model fit indices (χ²/df=1.982, CFI=0.960, TLI=0.951, RMSEA=0.044). Theoretically, this study extends the PRACTICE coaching framework to educational administration; practically, this model provides an empirically validated tool to promote teacher professional development and enhance student management in vocational education environments.

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