School Leadership Policy and Change in Principals´ Practices. Evidence after a Decade of Reforms in Chile (2009-2019)

• Published in: Leadership and policy in schools Vol. 22; no. 4; pp. 857 - 872
• Main Authors: Marfán, Javiera, Muñoz, Gonzalo, Weinstein, José, Sembler, Matías
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.10.2023; Taylor & Francis Ltd
• Subjects: Administrator Attitudes; Administrator Characteristics; Education policy; Education reform; Educational Change; Educational History; Educational Improvement; Educational leadership; Elementary School Teachers; Foreign Countries; Instructional Leadership; Leadership; Leadership Styles; Principals; Professional Autonomy; Professional Training; Salaries; School Administration; School principals; Schools; Teacher Attitudes; Teacher Persistence; Teachers; Urban Education; Work Environment; Working conditions; Chile
• ISSN: 1570-0763; 1744-5043
• DOI: 10.1080/15700763.2021.2010767

The article analyzes the recent evolution of school leadership in Chile between 2009 and 2019, a decade of significant intensification in the country's school leadership policies, comparing principals' characteristics, working conditions and leadership practices, as reported by school principals and teachers. Data comes from a survey applied in both years to principals and teachers in nationally representative samples of urban primary schools. While reports of some characteristics and working conditions of principals have changed, no significant variation occurred in teachers' perceptions of principals' leadership practices. The article discusses policy´s capacity to motivate principals' practice change at the local level.