Leadership in schools categorized as insufficient in Chile: perceptions of principals
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| Autores: | , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2021 |
| Descripción: | 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. |
| País: | Portal de Revistas UNED |
| Institución: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Lenguaje: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/3420 |
| Acceso en línea: | https://revistas.uned.ac.cr/index.php/innovaciones/article/view/3420 |
| Palabra clave: | 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 |