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

Autor/inn/en	Marfán, Javiera; Muñoz, Gonzalo; Weinstein, José; Sembler, Matías
Titel	School Leadership Policy and Change in Principals' Practices. Evidence after a Decade of Reforms in Chile (2009-2019)
Quelle	In: Leadership and Policy in Schools, 22 (2023) 4, S.857-872 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marfán, Javiera) ORCID (Muñoz, Gonzalo) ORCID (Weinstein, José) ORCID (Sembler, Matías)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.2010767
Schlagwörter	Foreign Countries; Instructional Leadership; Principals; Educational Improvement; Urban Education; Professional Autonomy; Work Environment; Professional Training; Salaries; Teacher Attitudes; Teacher Persistence; Elementary School Teachers; Educational History; School Administration; Administrator Characteristics; Leadership Styles; Administrator Attitudes; Educational Change; Chile + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Stadtteilbezogenes Lernen; Berufsfreiheit; Arbeitsmilieu; Berufliche Fachbildung; Berufliche Fortbildung; Entlohnung; Gehalt; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; History of education; Bildungsgeschichte; Führungsstil; Bildungsreform
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01