Identifying Effective School Principals: An Empirical Approach From Chilean Experience

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Abstract

Although the international literature concludes that principals are fundamental for school improvement trajectories, the identification of effective principals is quite complex in educational systems. Despite this difficulty, it is a fundamental task, since it would strengthen relocation policies of effective principals in schools of greater complexity, as well as limit the maintenance of those with low performance in other schools. This paper, based on the Chilean database, proposes an empirical strategy to identify principals´ effectiveness and to test whether they maintain this condition when performing this function in other schools. The results show that the strategy identifies these principals and tends to replicate their previous performance in the new schools where they work, although this impact is highly heterogeneous.

Authors

• Manuela Escobar
  Non-Presenting Author

• Juan Pablo Valenzuela, Universidad de Chile
  Presenting Author

• Claudio Allende, Universidad de Chile
  Non-Presenting Author

• Carmen Montecinos, Universidad Catolica de Valparaiso
  Non-Presenting Author

• Xavier Vanni, Universidad de Chile
  Non-Presenting Author