Coaching system administration model for homeroom teachers of secondary vocational schools in Guangdong Province

Abstract

Homeroom teachers play a pivotal role in the holistic development of students in secondary vocational schools, yet their responsibilities have expanded considerably, often leading to stress and burnout. This study applies the PRACTICE coaching framework to construct and validate a Coaching System Administration Model (CSAM) tailored to the Chinese vocational education context. Eight latent dimensions Problem Identification, Realistic Goal Setting, Alternative Solutions Generation, Consideration of Consequences, Feasibility Planning, Implementation, Evaluation, and Emotional State, were conceptualized. A hybrid research design was employed, combining survey data from 512 homeroom teachers across four regions of Guangdong Province with confirmatory factor analysis (CFA). The results demonstrated robust reliability and validity, with strong model fit indices (χ²/df=1.982, CFI=0.960, TLI=0.951, RMSEA=0.044). Findings highlight that effective coaching system administration enhances teachers’ management capacity, emotional regulation, and support for student growth. The study contributes theoretically by extending the PRACTICE framework into the field of educational administration and practically by providing a validated model to strengthen teacher development and student well-being in vocational schools.