The aim of this study is to develop a conceptual framework for organizational coaching in the education system. In terms of its objective, the study is applied–developmental, and in terms of implementation it was conducted using a qualitative approach through thematic analysis. The research population consisted of ten experts and specialists in the field of educational management who were selected through purposive sampling. Data were collected through semi‑structured interviews and analyzed using thematic analysis. The findings indicate that the conceptual framework of organizational coaching in the education system encompasses three interrelated dimensions. The first dimension concerns infrastructure and enabling foundations, including the definition and positioning of coaching within the organizational culture, needs assessment and prioritization of intervention areas, the development of a localized coaching model, and the commitment of senior leadership. The second dimension relates to the operational process and implementation, which includes strategic alignment, barriers to adoption and organizational resistance, the role and competencies of coaches (both internal and external), the clarification of goals and expectations in coaching sessions, the development of a culture of feedback and mutual trust, the enhancement of coaching competencies among leaders, and the impact of coaching on teacher empowerment. The third dimension focuses on evaluation, sustainability, and knowledge transfer, encompassing the required infrastructures and resources, monitoring and quality assurance mechanisms, key performance indicators (KPIs) for organizational coaching, long‑term professional development pathways, and the requirements for institutionalization and broader implementation.