Liderazgo en escuelas categorizadas como insuficientes en Chile: percepciones de directoras
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Palabras clave

Política de aseguramiento de la calidad
Categorías de desempeño
Liderazgo escolar
Percepciones de directores
Chile
Educación

Cómo citar

Aravena Castillo, F., & Madrid, R. (2021). Liderazgo en escuelas categorizadas como insuficientes en Chile: percepciones de directoras. Innovaciones Educativas, 23(34), 113 - 129. https://doi.org/10.22458/ie.v23i34.3420

Resumen

Las personas directores son una pieza clave en la mejora escolar, especialmente en escuelas categorizadas como insuficientes por los sistemas de inspección de desempeño. Este estudio utiliza un enfoque exploratorio y cualitativo, cuyo objetivo es describir las percepciones de los directores que lideran las escuelas “más críticas” en la región de Valparaíso, Chile. Para ello, de acuerdo con la metodología cualitativa se realizaron entrevistas en profundidad con siete personas directoras de establecimientos escolares, con el fin de describir las razones por las cuales consideran que sus escuelas se encuentran en una situación de deterioro. Se concluye que las personas directoras de este estudio reportan que la situación de deterioro crónico se explica de manera multifactorial. Estos factores pueden ser agrupados en cinco categorías: (1) nivel socioeconómico de estudiantes y sus familias, (2) alta rotativa directiva, (3) calidad de las prácticas pedagógicas, (4) compromiso docente y (5) características idiosincráticas del sistema educacional chileno. Se presentan recomendaciones para la política pública nacional sobre cómo brindar apoyo profesional a los líderes que tienen la tarea de dirigir en la complejidad. 
https://doi.org/10.22458/ie.v23i34.3420
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