Leadership in schools categorized as insufficient in Chile: perceptions of principals

 

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Bibliographic Details
Authors: Aravena Castillo, Felipe, Madrid, Romina
Format: artículo original
Status:Versión publicada
Publication Date:2021
Description:Principals are a key player in school improvement, especially in schools categorized as insufficient by performance inspection systems. This study uses an exploratory and qualitative approach, the objective of which is to describe the perceptions of the principals who lead the “most critical” schools in the Valparaíso region, Chile. To do this, according to the qualitative methodology, in-depth interviews were conducted with seven school principals, in order to describe the reasons why they consider that their schools are in a deteriorating situation. It is concluded that the persons conducting this study report that the chronic deterioration situation is explained in a multifactorial manner. These factors can be grouped into five categories: (1) socioeconomic level of students and their families, (2) high rotation of top positions, (3) quality of pedagogical practices, (4) teachers´ commitment, and (5) idiosyncratic characteristics of the Chilean educational system. Recommendations are submitted for the national public policy on how to provide professional support to leaders tasked with leading in the midst of complexity. 
Country:Portal de Revistas UNED
Institution:Universidad Estatal a Distancia
Repositorio:Portal de Revistas UNED
Language:Español
OAI Identifier:oai:revistas.investiga.uned.ac.cr:article/3420
Online Access:https://revistas.uned.ac.cr/index.php/innovaciones/article/view/3420
Keyword:Quality assurance policy
Performance categories
School leadership
Principals’ perceptions
Chile
Education
Política de aseguramiento de la calidad
Categorías de desempeño
Liderazgo escolar
Percepciones de directores
Educación
Políticas para garantir a qualidad
categorias de desempenho
liderança escolar
percepção dos diretores
Educação