Leadership Teams and Their Instructional Support to Teachers in Chilean Schools: An Unexplored Connection

• In Event: 66.014 - Leading Teacher Professional Development and Collaboration

Abstract

The aim of this study is to explore how the composition of leadership teams in Chilean schools impacts the instructional support that teachers perceive from them. To address this, unexplored national data was analyzed. Descriptive, latent class, and linear regression model analysis were conducted to characterize leadership teams and their schools, and to estimate the association between the instructional support that teachers perceive and characteristics of leadership teams and schools. The results demonstrated that the instructional support is stronger when: (i) the size of the leadership team is smaller, (ii) the school is public or with low socioeconomic level, (iii) the size of faculty is smaller, (iv) the principal has more years of working experience in his/her current school.

Authors

• Carolina Cuéllar, Universidad Catolica Silva Henriquez

• Gabriela Fajardo, Universidad Diego Portales

• Dagmar Rackzynski, Universidad Diego Portales

• Jose Weinstein, Universidad Diego Portales