Becoming a Principal in Chile: Learning the Role of School Improvement

• In Event: 34.065 - Leaders and Change in Policy and Practice

Abstract

This study is concerned with the ways in which newly appointed public school principals in Chile learn to lead school improvement. Using a mixed methods approach combining qualitative and quantitative data sequentially this study contributes with understanding principals starting their careers and their professional needs to affect school improvement in Chile. The design involved 12 qualitative interviews followed by the application of a survey (n=119). Preliminary findings suggest new principals enter the job with vast experience about the school system having occupied different leadership roles previous to appointment, and however little understanding of their role on school improvement and how to perform it. This study provides a first picture of new principals and how they are learning their role.

Author

• Magdalena Fernandez Hermosilla, OISE/University of Toronto