Sergio Galdames
Universidad de Santiago de Chile, Departamento de educación, Faculty Member
- Psychology, Education, Educational Leadership, School effectiveness and school improvement, Creativity, Leadership, and 10 moreTeachers' professional development, Professional Development, Liderazgo, Chile, Trabajo en Equipo, FORMACION DE PROFESORES, School Leadership, Education Policy, School Improvement, and Generation Yedit
- PhD Educacion. Interesado en Liderazgo Escolar, Carrera Directiva, Generaciones, especialmente Millennials.edit
Resumen: El nivel intermedio se ha consolidado en las últimas décadas como un espacio clave para el mejoramiento escolar y el fortalecimiento de los aprendizajes de los estudiantes. Un creciente interés investigativo se ha posicionado... more
Resumen: El nivel intermedio se ha consolidado en las últimas décadas como un espacio clave para el mejoramiento escolar y el fortalecimiento de los aprendizajes de los estudiantes. Un creciente interés investigativo se ha posicionado sobre el rol de sus líderes, sus responsabilidades y necesidades de aprendizaje. En Chile, la reciente implementación de la Ley 21.040 y la creación de los Servicios Locales de Educación Pública (SLEP), presenta un escenario de cambio estructural al tradicional sistema representado por la administración municipal de educación. Este estudio busca contribuir al debate sobre el rol del nivel intermedio, poniendo atención al desarrollo de capacidades y necesidades formativas de dos actores claves en los SLEPs: la dirección ejecutiva y la dirección de Apoyo Técnico Pedagógico. A través metodologías mixtas, que incluyeron revisión documental y entrevistas semiestructuradas a líderes intermedios en cinco SLEPs, hemos identificado una serie de desafíos y necesidades formativas claves para apoyar la implementación de la Nueva Educación Pública, incluyendo el lenguaje de la administración pública, la visión estratégica territorial, gestión financiera, apoyo a directivos escolares y liderazgo pedagógico.
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En el ámbito de la carrera profesional de los líderes educativos, investigaciones previas han explorado sus trayectorias, identificando etapas y desafíos en el viaje directivo, reconociendo la relevancia de los directores para el... more
En el ámbito de la carrera profesional de los líderes educativos, investigaciones previas han explorado sus trayectorias, identificando etapas y desafíos en el viaje directivo, reconociendo la relevancia de los directores para el mejoramiento escolar y los procesos de enseñanza-aprendizaje. El propósito de este artículo es contribuir a esta discusión, analizando y comparando la carrera de directores de escuelas públicas pertenecientes a las tres generaciones con mayor presencia: Boomers (aquellos nacidos entre 1946 y 1965), Generación-X (1966-1978) y Millennials (1979-1999). Se les otorga especial atención a los elementos que explicarían la decisión de convertirse en director. A través de un enfoque cualitativo, bajo los principios de la investigación biográfico-narrativa, se realizaron entrevistas a 24 directores en ejercicio y 4 recientemente jubilados. Los resultados indican diferencias generacionales importantes entre cohortes, las cuales moderan la opción profesional de acceder a la dirección y proyección laboral: el rol de su familia, su experiencia formativa, sus experiencias tempranas en la escuela y sus oportunidades de trabajo como líder. Estos hallazgos sugieren recomendaciones para la política pública, en particular para las estrategias de reclutamiento, retención y desarrollo de líderes escolares
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This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s... more
This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual’s agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals’ professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.
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In this article, we report on the findings of a systematic review of the literature on leadership and the Millennial generation (alternatively known as Generation Y). The purpose of this systematic review was to further our understanding... more
In this article, we report on the findings of a systematic review of the literature on leadership and the Millennial generation (alternatively known as Generation Y). The purpose of this systematic review was to further our understanding of this cohort by exploring how Millennials are defined and understood within the leadership literature. We reviewed a ‘bounded set’ of journal articles (n = 162) published between 2000 and 2018. Data analysis focused on analysing identified modal trends as well as examining patterns of knowledge production. This article begins by situating our review in previous generational and leadership research. It then moves on to outline the method of review adopted, and our key findings. We reflect on the implications of these key findings for the recruitment, retention and professional development of Millennial leaders (both current and future). The paper concludes by identifying a series of issues requiring further research, discussion and debate.
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La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al... more
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al cargo. En Chile, la selección directiva favorece el reclutamiento de candidatos externos por sobre la promoción interna, lo que conlleva dificultades derivadas de la inserción en una cultura escolar nueva, en un contexto de alta rotación directiva. Este artículo presenta una mirada alternativa y, a través de un estudio de casos cualitativo, analiza la trayectoria de 10 directores de establecimientos municipales elegidos por Alta Dirección Pública (ADP), luego de un proceso de promoción interna. Los resultados se organizan utilizando el marco propuesto por Moorosi (2010): Anticipación, los futuros directores son identificados tempranamente, ejercen liderazgo de manera informal y acceden a oportunidades de aprendizaje profesional; Adquisición, los futuros directores acceden a puestos de liderazgo formal, desarrollando conocimientos profesionales y aumentando su visibilidad frente a la comunidad escolar; y Desempeño, los directores enfrentan la transición al cargo y deben manejar las relaciones con otros actores relevantes. A partir de estos hallazgos, se discuten cinco lecciones acerca de la promoción interna de líderes escolares de modo que complemente el reclutamiento externo en una futura carrera directiva en Chile.
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Estudios tradicionales en carrera directiva se han desarrollado bajo supuestos de linealidad donde un docente avanza lentamente en la jerarquía escolar, desde responsabilidades de aula hasta la dirección escolar. En los últimos años, un... more
Estudios tradicionales en carrera directiva se han desarrollado bajo supuestos de linealidad donde un docente avanza lentamente en la jerarquía escolar, desde responsabilidades de aula hasta la dirección escolar. En los últimos años, un creciente número de líderes jóvenes ha asumido la dirección de una escuela, sin embargo, poco se sabe sobre las características de su trayectoria laboral. Este estudio busca resolver este vacío en la literatura, explorando la carrera de directores de escuela públicas pertenecientes a la generación milenio. Por medio de un enfoque cualitativo, la carrera de nueve directores y directoras fue analizada considerando sus historias de vida. Si bien cada historia es particular, se observó gran convergencia temática en la trayectoria profesional de los directores, identificándose tres elementos centrales: trabajo duro, orientación al aprendizaje y un contexto favorable. Las implicancias para la carrera directiva a nivel global y nacional son discutidas.
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In March 2018, at University College London (UCL), the Support and Preparation for International Researchers in Education (SPIRE) was launched. SPIRE was a student-led project initiated by two of the authors, Sophia and Sergio who were... more
In March 2018, at University College London (UCL), the Support and Preparation for
International Researchers in Education (SPIRE) was launched. SPIRE was a student-led project initiated by two of the authors, Sophia and Sergio who were international PhD students at the time. The aim of the project was to support international students during their Master of Arts (MA) programmes and to help them prepare for their dissertations. In addition, it aimed to establish a mutual research community between PhD and MA students.
International Researchers in Education (SPIRE) was launched. SPIRE was a student-led project initiated by two of the authors, Sophia and Sergio who were international PhD students at the time. The aim of the project was to support international students during their Master of Arts (MA) programmes and to help them prepare for their dissertations. In addition, it aimed to establish a mutual research community between PhD and MA students.
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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for... more
In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling (n ¼ 4) and in schools that were sinking (n ¼ 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fail to create conditions, such as staffing, so the arrival of a new principal is indeed an opportunity to reverse a downward trajectory of an ineffective, high-poverty school.
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Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con... more
Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con una metodología cualitativa y un enfoque interpretativo, serealizaron seis entrevistas semiestructuradas a profesores de distintos contextos educativos. Todos los participantes consideraron que el pensamiento crítico es un elemento fundamental en el desarrollo de los aprendizajes de los estudiantes. En cuanto a las prácticas pedagógicas para promover el pensamiento crítico en el aula, los participantes manifestaron ciertas limitaciones en un contexto pedagógico desfavorable que está centrado en resultados académicos asociados a las pruebas estandarizadas locales.
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Using the qualitative case study approach, the following research focuses on the connection between coaching and resilience. Using an interpretative approach, based on the principles of grounded theory, semi-structured interviews were... more
Using the qualitative case study approach, the following research focuses on the connection between coaching and resilience. Using an interpretative approach, based on the principles of grounded theory, semi-structured interviews were conducted to explore this relationship in depth. The findings of the study suggest that when headteachers felt supported by coaching, they perceive an improvement in their performance and higher levels of resilience. The support in the form of coaching or having any senior mentor were identified as the critical sources of support, as headteachers were able to build self-evaluation practices, share ideas and reconsider goals and visions.
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There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship,... more
There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship, training and preparation has been identified as a potential enhancer for principalship interest. The purpose of this paper is to identify and analyse the relation between teacher’s interest in assuming a principalship and leadership preparation using a quantitative approach. A sample of 220 school teachers with no formal leadership responsibilities responded an online survey and their answers were analysed with descriptive, Pearson correlation and analysis of variance statistics. The findings indicated that age, professional training and opportunities to exercise leadership were relevant variables in understanding the level of interest of teachers. Implications for research and practice are discussed.
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Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by... more
Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.
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During the last 10 years, research into schools facing challenging circumstances has attracted the attention of researchers around the world. The aim of this study was to understand the challenges that school leaders face as they per form... more
During the last 10 years, research into schools facing challenging circumstances has
attracted the attention of researchers around the world. The aim of this study was to
understand the challenges that school leaders face as they per form their work, the nature
of the context in which these challenges arise, the strategies school leaders adopt to deal
with the complexities of their work and the reasons behind these strategies. For this purpose,
we investigated a single case study of a Chilean K8 school achieving extraordinary
success despite its adverse circumstances. Interviews and focus groups were conducted
with the principal, the vice-principal, the teachers, the students and the management team
of the school. The interviews were focused on the challenges experienced by the school
community, and on the strategies implemented in order to face them. The findings are
organized around three key themes: first, the importance of nurturing high expectations
among students and staff; secondly, the importance of enhancing teachers’ morale; thirdly,
the importance of setting and sharing a common vision for a preferred future. These key
themes have been instrumental to the success of the school may be enlightening to other
schools, that are facing comparable challenging circumstances, especially in Chile.
attracted the attention of researchers around the world. The aim of this study was to
understand the challenges that school leaders face as they per form their work, the nature
of the context in which these challenges arise, the strategies school leaders adopt to deal
with the complexities of their work and the reasons behind these strategies. For this purpose,
we investigated a single case study of a Chilean K8 school achieving extraordinary
success despite its adverse circumstances. Interviews and focus groups were conducted
with the principal, the vice-principal, the teachers, the students and the management team
of the school. The interviews were focused on the challenges experienced by the school
community, and on the strategies implemented in order to face them. The findings are
organized around three key themes: first, the importance of nurturing high expectations
among students and staff; secondly, the importance of enhancing teachers’ morale; thirdly,
the importance of setting and sharing a common vision for a preferred future. These key
themes have been instrumental to the success of the school may be enlightening to other
schools, that are facing comparable challenging circumstances, especially in Chile.
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Esta investigación presenta un acercamiento a la educación para jóvenes y adultos enmarcados específicamente en la modalidad regular que se imparte en los Centros de Educación para Adulto (CEA). La educación de adultos nace como una... more
Esta investigación presenta un acercamiento a la educación para jóvenes y adultos enmarcados específicamente en la modalidad regular que se imparte en los Centros de Educación para Adulto (CEA). La educación de adultos nace como una solución a un problema social que afecta a una gran parte del país, los estudiantes que se matriculan en estos centros provienen de diversos niveles socioeconómicos y etarios. Sin embargo, existe escasa investigación sobre sus proyecciones de egreso. El foco de este estudio está puesto en conocer la relación entre la percepción de los estudiantes sobre la formación percibida y sus proyecciones futuras. Se abordó esta interrogante desde un acercamiento cualitativo en base a entrevistas semi-estructuradas en estudiantes de un CEA de la Región de Valparaíso. El análisis se realizó con la técnica de análisis de contenido, identificándose categorías temáticas vinculadas con los objetivos del estudio. Los resultados se organizaron en dos temáticas que son experiencia formativa y proyecciones de egreso. En la primera se destacan el rol de los profesores, el clima de aprendizaje y el apoyo familiar como pilares de la experiencia formativa. La segunda es caracterizada por las pretensiones de ingreso al mundo laboral, el potencial ingreso al mundo universitario y la valoración positiva sobre el proyecto educativo del Centro. Los hallazgos encontrados en esta investigación enfatizan el carácter gravitante y la importancia de los profesores en las experiencias y las proyecciones de tales estudiantes. Asimismo, trae a discusión las distintas expectativas que tienen los estudiantes de acuerdo sus trayectorias personales y segmento etario.
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La investigación internacional sobre reforma y cambio educativo ha puesto de manifiesto la importancia del nivel intermedio como una fuente de apoyo para el mejoramiento de la enseñanza y el aprendizaje en los centros escolares. Sin... more
La investigación internacional sobre reforma y cambio educativo ha puesto de
manifiesto la importancia del nivel intermedio como una fuente de apoyo para el
mejoramiento de la enseñanza y el aprendizaje en los centros escolares. Sin embargo,
este énfasis no se ha replicado en el contexto del sistema escolar chileno, a pesar de
que la normativa vigente establece que el sostenedor educacional debe ejercer un
rol importante en la política de mejoramiento escolar. Considerando lo anterior,
este artículo reporta un estudio que buscó conocer las prácticas de un equipo de
profesionales, los coordinadores técnicos, pertenecientes a una corporación municipal
de una comuna urbana de la zona central de Chile. A través de observaciones en
terreno y un cuestionario, se identifican seis dimensiones de prácticas desarrolladas
por los coordinadores técnicos en el trabajo con los establecimientos educativos. A
partir de los resultados, se discuten las claves del trabajo de los coordinadores técnicos,
que es frecuente, focalizado y personalizado. Finalmente, se propone considerar en
futuras investigaciones la evaluación del impacto de las seis dimensiones de prácticas
identificadas en el mejoramiento de la enseñanza y el aprendizaje, y se sugieren otras
líneas de investigación para profundizar en el estudio del nivel intermedio en el sistema
escolar chileno.
manifiesto la importancia del nivel intermedio como una fuente de apoyo para el
mejoramiento de la enseñanza y el aprendizaje en los centros escolares. Sin embargo,
este énfasis no se ha replicado en el contexto del sistema escolar chileno, a pesar de
que la normativa vigente establece que el sostenedor educacional debe ejercer un
rol importante en la política de mejoramiento escolar. Considerando lo anterior,
este artículo reporta un estudio que buscó conocer las prácticas de un equipo de
profesionales, los coordinadores técnicos, pertenecientes a una corporación municipal
de una comuna urbana de la zona central de Chile. A través de observaciones en
terreno y un cuestionario, se identifican seis dimensiones de prácticas desarrolladas
por los coordinadores técnicos en el trabajo con los establecimientos educativos. A
partir de los resultados, se discuten las claves del trabajo de los coordinadores técnicos,
que es frecuente, focalizado y personalizado. Finalmente, se propone considerar en
futuras investigaciones la evaluación del impacto de las seis dimensiones de prácticas
identificadas en el mejoramiento de la enseñanza y el aprendizaje, y se sugieren otras
líneas de investigación para profundizar en el estudio del nivel intermedio en el sistema
escolar chileno.
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Research Interests: Leadership and Liderazgo
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Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con... more
Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con una metodología cualitativa y un enfoque interpretativo, serealizaron seis entrevistas semiestructuradas a profesores de distintos contextos educativos. Todos los participantes consideraron que el pensamiento crítico es un elemento fundamental en el desarrollo de los aprendizajes de los estudiantes. En cuanto a las prácticas pedagógicas para promover el pensamiento crítico en el aula, los participantes manifestaron ciertas limitaciones en un contexto pedagógico desfavorable que está centrado en resultados académicos asociados a las pruebas estandarizadas locales
El presente documento, busca profundizar el tema del liderazgo sistémico y el trabajo en red en el contexto actual de la educación en Chile. En un documento anterior (Ahumada, González y Pino, 2016) hemos abordado el tema de las redes de... more
El presente documento, busca profundizar el tema del liderazgo sistémico y el trabajo en red en el
contexto actual de la educación en Chile. En un documento anterior (Ahumada, González y Pino, 2016)
hemos abordado el tema de las redes de mejoramiento escolar y su importancia para el contexto
nacional. Específicamente, definimos las redes de mejoramiento escolar como: “un conjunto de agentes
del sistema educativo que establecen propósitos comunes y trabajan colaborativamente en función de
ellos. El funcionamiento de las redes depende de la participación, relaciones y confianza que los agentes
mantienen a lo largo del tiempo, es decir, del capital social que coexiste en una red. Estas redes deben tener
como horizonte el mejoramiento educativo de sus escuelas y del sistema educativo en general (Ahumada,
González y Pino, 2016).
contexto actual de la educación en Chile. En un documento anterior (Ahumada, González y Pino, 2016)
hemos abordado el tema de las redes de mejoramiento escolar y su importancia para el contexto
nacional. Específicamente, definimos las redes de mejoramiento escolar como: “un conjunto de agentes
del sistema educativo que establecen propósitos comunes y trabajan colaborativamente en función de
ellos. El funcionamiento de las redes depende de la participación, relaciones y confianza que los agentes
mantienen a lo largo del tiempo, es decir, del capital social que coexiste en una red. Estas redes deben tener
como horizonte el mejoramiento educativo de sus escuelas y del sistema educativo en general (Ahumada,
González y Pino, 2016).
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Copia de la presentación realizada el 27.05 para Maestría Educativa con Énfasis en Liderazgo UNA
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Comparto la ppt que preparamos y presentamos junto a las geniales investigadoras en Educación Inicial de Costa Rica, Karla Martorell, Vanessa Leiva y Maripaz Villalobos
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Presentacion realizada para la Licenciatura en Administarción Educativa de la Universidad Nacional de Costa Rica (16.03.21)
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La presentacion del Seminario realizado online desde el buen Broadstairs UK a los lideres educativos de la Comuna de San Felipe. Revisamos la crisis COVID mundial, la influencia del aislamiento en las personas, el liderazgo en tiempos de... more
La presentacion del Seminario realizado online desde el buen Broadstairs UK a los lideres educativos de la Comuna de San Felipe. Revisamos la crisis COVID mundial, la influencia del aislamiento en las personas, el liderazgo en tiempos de crisis, liderazgo situacional, y algunas estrategias de proteccion individual y colectiva para directores y directivos escolares
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Generation theory (Mannheim, 1952) argues that members of the same cohort or generational location, share a similar set of beliefs, attitudes and behaviours. These ideas have underpinned a series of studies in diverse areas, including... more
Generation theory (Mannheim, 1952) argues that members of the same cohort or generational location, share a similar set of beliefs, attitudes and behaviours. These ideas have underpinned a series of studies in diverse areas, including sociology of work, aiming to understand the practices of individuals within an organization (Wey Smola and Sutton, 2002). Not without criticism the overall conclusion of many studies indicates strong difference across generations. In recent years, popularized by the work of Howe and Strauss (2000) among many others, the labels of Silent (between 90 and 71 years old), Boomers (between 71 and 56), GenXs (between 55 and 41), and Millennials (between 21 and 40) have populated both research and popular media. There is little but growing interest in the educative sector for generational studies, both for teachers (Stone-Johnson, 2011) and more recently for school leaders (Edge, Descours and Frayman, 2016). These studies have concentrated in the English speaker norther hemisphere, less is known about the influence of generation in the Latin-American context.
Currently, in Chile, public schools are being led by three different cohorts: Boomers (65%), GenX (25%) and Millennials (10%) (Galdames, 2019). Shaped by a turbulent socio-political background, each generation grew up in a unique temporal location. As most Latin-American countries, Chile experienced a long military dictatorship between 1973 and 1990, breaking down these cohorts in before-and-after democracy temporal pockets (Cornejo et al., 2013). Moreover, there is no formal career path for school leaders (just some minor strategies for recruitment) leaving the professional decisions to the discretion of each aspiring headteacher.
The purpose of this paper is to contribute to the discussion about careers, leadership and generation, seeking to understand the influence of generation theory in the career path of public-school headteachers. Under a qualitative approach, I conducted biographical interviews with 28 public school headteachers (9 Boomers; 10 GenX; 9 Millennials), exploring their childhood, their experiences as teachers, their trajectories towards the headship and their ideas about the future. Supported by thematic analysis, the findings indicate a significant difference in the trajectories, motivations, professional development strategies and perceptions about their own future. Considering the imminent exodus of Boomers from the active workforce, these findings aim to expand research and to feed the public policies for school leaders’ careers, acknowledging the unique characteristic and demands of the younger generations.
Currently, in Chile, public schools are being led by three different cohorts: Boomers (65%), GenX (25%) and Millennials (10%) (Galdames, 2019). Shaped by a turbulent socio-political background, each generation grew up in a unique temporal location. As most Latin-American countries, Chile experienced a long military dictatorship between 1973 and 1990, breaking down these cohorts in before-and-after democracy temporal pockets (Cornejo et al., 2013). Moreover, there is no formal career path for school leaders (just some minor strategies for recruitment) leaving the professional decisions to the discretion of each aspiring headteacher.
The purpose of this paper is to contribute to the discussion about careers, leadership and generation, seeking to understand the influence of generation theory in the career path of public-school headteachers. Under a qualitative approach, I conducted biographical interviews with 28 public school headteachers (9 Boomers; 10 GenX; 9 Millennials), exploring their childhood, their experiences as teachers, their trajectories towards the headship and their ideas about the future. Supported by thematic analysis, the findings indicate a significant difference in the trajectories, motivations, professional development strategies and perceptions about their own future. Considering the imminent exodus of Boomers from the active workforce, these findings aim to expand research and to feed the public policies for school leaders’ careers, acknowledging the unique characteristic and demands of the younger generations.
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This is the presentation I did in Belmas 2018 about the career of young headteacher in public schools (Chile). It is a bit confusing without me there to explain but it might be relevant to you.
Saludos
Saludos
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This is the document I presented at the LASA2018 Conference (Barcelona). It is a bit cryptic without me presenting it but it shed some light on my initial thesis findings.
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Presentation about the SPIRE experience at UCL Education Conference, with the great Sophia Lam
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Fifth session of the workshop focused on Discussion and Conclusion
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Fourth session of the workshop focused on Data Analysis
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Third session of the Workshop focused on Methodology
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Second session focused on the lit review process
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First session of the workshop focused on research question and rationale
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Presentacion de mi proyecto de Investigacion para el super PhD IoE/UCL, realizada para la Chilean Society el 2 de Diciembre 2016, a 10 dias del super Upgrade time-forever-pain-moment-dispair-sadness-fake-happiness.
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Aims: Coming from a larger comparative international study, aimed to characterize the role of young leaders, this paper explores the perspectives of young Heads in the Global City region of Santiago/Valparaiso – Chile. This paper reports... more
Aims: Coming from a larger comparative international study, aimed to characterize the role of young leaders, this paper explores the perspectives of young Heads in the Global City region of Santiago/Valparaiso – Chile. This paper reports on the vision of young school leaders about their careers, specifically about retention in their current school.
Theoretical Framework: The Chilean educational policy landscape has experience systematic and continues reforms since the early nineties (Mizala, 2007; Raczynski & Muñoz, 2007). However, transformation in the school leadership are recent. The introduction of a public selection process for Heads in 2011 (Chile, 2011) and professional developments programs for current and new school leaders in 2011 (Mineduc, 2011), suggests an increasing recognition of leadership and the potential arrival of new/younger school leaders. Internationally, another body of work have stressed a potential shortage of school leaders (Bush, 2011; Shen, Cooley, & Wegenke, 2004). While there are different reasons explaining this issue, one of the key element is the lack of system capacity to retain and effectively plan the succession school leaders (Jacobson, 2005; Rhodes & Brundrett, 2006). Additionally, recent studies have stressed that younger generations of school leaders are presenting different expectations and demanding new working conditions than older generations (Edge, 2013; Wyn, 2012).
Method: Coming from a qualitative approach, in deep interviews were performed to 9 Heads under 40 years (4 males and 5 females) from government-funded schools in the Global City region of Santiago/Valparaiso (Chile). The interviews explored the following four topics: Educational policies (focusing on leadership); Work-Life balance; collaboration and learning within the school; and Personal career decisions. All interviews were audio recorded. Audios were transcribed and then analyzed using content analysis around the main topics of the study.
Findings: As presented in the title of this paper, all the participants declared leaving the school shortly at the end of their current term (between 1 to 4 years). While most expressed the will to move to another school, others declared an interest in going up in the educational system, usually seeking the role of the local administrator. The main reasons behind this decision differ. Nevertheless, it appears to be a recognition that a school leader’s career has different stages, which includes specific challenges, skills and locations. Most of them refers to the phrase “I think I (will) hit the ceiling here”. There is a desire to learn and to know different contexts, to develop different skills and to achieve greater goals.
When asked about their work-life balance and working conditions, there is a general positive evaluation about their current situation. Most declared that while it is a complex and demanding role, it has better working conditions than teachers do. Most do not take work home nor work on weekends. Additionally, they celebrate having flexibility and autonomy to organize their own time, which allows a better balance.
Contribution: This paper adds to the current body of knowledge, presenting empirical data about young headteachers in Chile. Its findings present implications to research, practice and policies.
Theoretical Framework: The Chilean educational policy landscape has experience systematic and continues reforms since the early nineties (Mizala, 2007; Raczynski & Muñoz, 2007). However, transformation in the school leadership are recent. The introduction of a public selection process for Heads in 2011 (Chile, 2011) and professional developments programs for current and new school leaders in 2011 (Mineduc, 2011), suggests an increasing recognition of leadership and the potential arrival of new/younger school leaders. Internationally, another body of work have stressed a potential shortage of school leaders (Bush, 2011; Shen, Cooley, & Wegenke, 2004). While there are different reasons explaining this issue, one of the key element is the lack of system capacity to retain and effectively plan the succession school leaders (Jacobson, 2005; Rhodes & Brundrett, 2006). Additionally, recent studies have stressed that younger generations of school leaders are presenting different expectations and demanding new working conditions than older generations (Edge, 2013; Wyn, 2012).
Method: Coming from a qualitative approach, in deep interviews were performed to 9 Heads under 40 years (4 males and 5 females) from government-funded schools in the Global City region of Santiago/Valparaiso (Chile). The interviews explored the following four topics: Educational policies (focusing on leadership); Work-Life balance; collaboration and learning within the school; and Personal career decisions. All interviews were audio recorded. Audios were transcribed and then analyzed using content analysis around the main topics of the study.
Findings: As presented in the title of this paper, all the participants declared leaving the school shortly at the end of their current term (between 1 to 4 years). While most expressed the will to move to another school, others declared an interest in going up in the educational system, usually seeking the role of the local administrator. The main reasons behind this decision differ. Nevertheless, it appears to be a recognition that a school leader’s career has different stages, which includes specific challenges, skills and locations. Most of them refers to the phrase “I think I (will) hit the ceiling here”. There is a desire to learn and to know different contexts, to develop different skills and to achieve greater goals.
When asked about their work-life balance and working conditions, there is a general positive evaluation about their current situation. Most declared that while it is a complex and demanding role, it has better working conditions than teachers do. Most do not take work home nor work on weekends. Additionally, they celebrate having flexibility and autonomy to organize their own time, which allows a better balance.
Contribution: This paper adds to the current body of knowledge, presenting empirical data about young headteachers in Chile. Its findings present implications to research, practice and policies.
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School headteachers have been identified as a critical factor to improve students' learning (Day et al., 2010; Leithwood, Day, Sammons, Harris, & Hopkins, 2006). Most studies concur that the impact of headteachers on learning is greater... more
School headteachers have been identified as a critical factor to improve students' learning (Day et al., 2010; Leithwood, Day, Sammons, Harris, & Hopkins, 2006). Most studies concur that the impact of headteachers on learning is greater when s/he/ works closely with teachers, specifically in the review and improvement of their teaching practices (Robinson, Lloyd, & Rowe, 2008). Research on novel heads has indicated that while many aim to focus on instructional practices, they spend much time dealing with administrative and bureaucratic responsibilities and tasks (Clarke, Stevens, & Wildy, 2006; Kelly & Saunders, 2010).
Purpose of Study
This study explores the daily actions of newly appointed headteachers in public elementary and secondary schools serving socially vulnerable communities in a central region of Chile.
Methods
The study uses a multiple case study design. Using a shadowing technique (McDonald, 2005), 13 newly appointed Head's were observed during two complete days during their first year in the position. All actions were recorded by a researcher. Using Bristow, Ireson, and Coleman (2007) framework, the activities were later analyzed. A posterior comparative analysis considering school levels was performed.
Findings and Results
Over 2000 distinct actions were identified including more than 460 hours of Head's work. In summary, Heads work day is characterized by diverse and fragmented tasks. The analysis using Bristow's framework shows that these new Heads focused their attention on Management + Administration (41%), followed by External and Internal Stakeholders (40%). While Elementary school's Head centers their work on Management + Administration (42%), followed by External e Internal Stakeholders (36%), secondary's Head focus on External e Internal Stakeholders (48%), followed by Management + Administration (38%).
Conclusion and Recommendations
The study adds to the current literature on novel Heads, characterizing their daily activities and responsibilities from direct observation. Its findings are especially relevant for the Latin-American context as policies are requiring that they spend their time on instructional leadership but the structure and culture of schools seem to market his difficult.
Purpose of Study
This study explores the daily actions of newly appointed headteachers in public elementary and secondary schools serving socially vulnerable communities in a central region of Chile.
Methods
The study uses a multiple case study design. Using a shadowing technique (McDonald, 2005), 13 newly appointed Head's were observed during two complete days during their first year in the position. All actions were recorded by a researcher. Using Bristow, Ireson, and Coleman (2007) framework, the activities were later analyzed. A posterior comparative analysis considering school levels was performed.
Findings and Results
Over 2000 distinct actions were identified including more than 460 hours of Head's work. In summary, Heads work day is characterized by diverse and fragmented tasks. The analysis using Bristow's framework shows that these new Heads focused their attention on Management + Administration (41%), followed by External and Internal Stakeholders (40%). While Elementary school's Head centers their work on Management + Administration (42%), followed by External e Internal Stakeholders (36%), secondary's Head focus on External e Internal Stakeholders (48%), followed by Management + Administration (38%).
Conclusion and Recommendations
The study adds to the current literature on novel Heads, characterizing their daily activities and responsibilities from direct observation. Its findings are especially relevant for the Latin-American context as policies are requiring that they spend their time on instructional leadership but the structure and culture of schools seem to market his difficult.
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Presentation at ICSEI 2016 - Glasgow (Scotland)
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Research Interests: Leadership and Chile
Una tiny contribucion a la conversacion sobre liderazgo escolar y carrera directiva en Chile. Hosted en el blog "The language of Respect" de Laura 'Mole' Chapman.
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Single post DIRECTORES DE LA GENERACIÓN "MILENIO" Hace 9 meses Categorías: Investigación Autores: LUIS AHUMADA-FIGUEROA CARMEN MONTECINOS KAREN EDGE SERGIO GALDAMES Fecha de Publicación: 14 de Octubre del 2016 Tipo de... more
Single post
DIRECTORES DE LA GENERACIÓN "MILENIO"
Hace 9 meses Categorías: Investigación
Autores: LUIS AHUMADA-FIGUEROA CARMEN MONTECINOS KAREN EDGE SERGIO GALDAMES
Fecha de Publicación: 14 de Octubre del 2016
Tipo de Publicación: Artículo
Foco Temático: Gestión de datos
El desarrollo de la carrera directiva y el frágil equilibrio de directores y directoras jóvenes entre su vida personal y profesional, son algunos de los aspectos centrales abordado en el proyecto de investigación desarrollada por Luis Ahumada y Carmen Montecinos de LIDERES EDUCATIVOS de la Pontificia Universidad Católica de Valparaíso y por Karen Edge y Sergio Galdames, investigadores del Instituto de Educación de University College London.
DIRECTORES DE LA GENERACIÓN "MILENIO"
Hace 9 meses Categorías: Investigación
Autores: LUIS AHUMADA-FIGUEROA CARMEN MONTECINOS KAREN EDGE SERGIO GALDAMES
Fecha de Publicación: 14 de Octubre del 2016
Tipo de Publicación: Artículo
Foco Temático: Gestión de datos
El desarrollo de la carrera directiva y el frágil equilibrio de directores y directoras jóvenes entre su vida personal y profesional, son algunos de los aspectos centrales abordado en el proyecto de investigación desarrollada por Luis Ahumada y Carmen Montecinos de LIDERES EDUCATIVOS de la Pontificia Universidad Católica de Valparaíso y por Karen Edge y Sergio Galdames, investigadores del Instituto de Educación de University College London.
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Resumen de la presentación en Clase 2 (10-11 Septiembre) en el marco del programa (Diplomado) Directores de Excelencia - PUCV.
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Resumen de la presentación en Clase 3 (24-25 Septiembre) en el marco del programa (Diplomado) Directores de Excelencia - PUCV.
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Resumen de la clase 4 realizada el 7/8 Noviembre. Dirigida por la Doctora Corina Gonzalez, Paulina Bravo y German Ahumada.
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Resumen de la clase 4 realizada el 7/8 Noviembre. Dirigida por la Doctora Corina Gonzalez, Paulina Bravo y German Ahumada.
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Resumen de la clase 5 realizada el 28/29 Noviembre. Dirigida por Fabian Campos.
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International research on educational reform and change has stressed the relevance of the intermediate level of the educational system as a source of support for the improvement of teaching and learning in schools. However, this... more
International research on educational reform and change has stressed the relevance
of the intermediate level of the educational system as a source of support for the
improvement of teaching and learning in schools. However, this emphasis has
not been replicated in the context of the Chilean school system, although current
legislation require that sostenedores, or local administrators, must play an important
role in school improvement policy. Considering the above, this article reports a study
that aimed to learn about the practices of a team of professionals, called technical
coordinators, working for a Municipal Corporation of an urban district in central
Chile. Through field observations and a questionnaire, six dimensions of practice
developed by technical coordinators were identified. From these results, the key
elements of technical coordinators’ work, which is frequent, focused and personalized,
are discussed. Finally, it is proposed that future research be considered to assess the
impact of the six dimensions of practice identified in the improvement of teaching and
learning, and other lines of research are suggested for further study of the intermediate
level in the Chilean school system.
of the intermediate level of the educational system as a source of support for the
improvement of teaching and learning in schools. However, this emphasis has
not been replicated in the context of the Chilean school system, although current
legislation require that sostenedores, or local administrators, must play an important
role in school improvement policy. Considering the above, this article reports a study
that aimed to learn about the practices of a team of professionals, called technical
coordinators, working for a Municipal Corporation of an urban district in central
Chile. Through field observations and a questionnaire, six dimensions of practice
developed by technical coordinators were identified. From these results, the key
elements of technical coordinators’ work, which is frequent, focused and personalized,
are discussed. Finally, it is proposed that future research be considered to assess the
impact of the six dimensions of practice identified in the improvement of teaching and
learning, and other lines of research are suggested for further study of the intermediate
level in the Chilean school system.
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El desarrollo del Marco para la gestión y el liderazgo educativo local: desarrollando prácticas de liderazgo intermedio en el territorio, constituye una de las contribuciones de LIDERES EDUCATIVOS, Centro de Liderazgo para la Mejora... more
El desarrollo del Marco para la gestión y el liderazgo educativo local: desarrollando prácticas de liderazgo intermedio en el territorio, constituye una de las contribuciones de LIDERES EDUCATIVOS, Centro de Liderazgo para la Mejora Escolar, para el fortalecimiento de las capacidades de liderazgo en el sistema educativo.
La iniciativa nace considerando la importancia de la administración local como catalizadora de la mejora de los centros escolares, razón por la que entrega un conjunto de definiciones, acciones y recomendaciones para avanzar en la profesionalización de la gestión y el liderazgo intermedio, abordando los apoyos que se pueden esperar del equipo profesional del sostenedor, los jardines infantiles, escuelas y liceos. Así, al definir un marco de actuación, se orientan los procesos de desarrollo profesional y formación especializada de los equipos del nivel intermedio.
Capítulo 1 Evolución de la estructura de gestión de la educación pública en Chile: Reseña 1980-2017
Capítulo 2 Tendencias y antecedentes sobre la gestión y el liderazgo educativo en el nivel local
Capítulo 3 Marco para la gestión y el liderazgo educativo local: Una propuesta de prácticas de liderazgo intermedio en el territorio
La iniciativa nace considerando la importancia de la administración local como catalizadora de la mejora de los centros escolares, razón por la que entrega un conjunto de definiciones, acciones y recomendaciones para avanzar en la profesionalización de la gestión y el liderazgo intermedio, abordando los apoyos que se pueden esperar del equipo profesional del sostenedor, los jardines infantiles, escuelas y liceos. Así, al definir un marco de actuación, se orientan los procesos de desarrollo profesional y formación especializada de los equipos del nivel intermedio.
Capítulo 1 Evolución de la estructura de gestión de la educación pública en Chile: Reseña 1980-2017
Capítulo 2 Tendencias y antecedentes sobre la gestión y el liderazgo educativo en el nivel local
Capítulo 3 Marco para la gestión y el liderazgo educativo local: Una propuesta de prácticas de liderazgo intermedio en el territorio
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Chapter 20: Diversity: New leaders and new leadership
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Ver nota tecnica 4 (pag 40) y nota tecnica 5 (pag 58)
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En el ámbito de la carrera profesional de los líderes educativos, investigaciones previas han explorado sus trayectorias, identificando etapas y desafíos en el viaje directivo, reconociendo la relevancia de los directores para el... more
En el ámbito de la carrera profesional de los líderes educativos, investigaciones previas han explorado sus trayectorias, identificando etapas y desafíos en el viaje directivo, reconociendo la relevancia de los directores para el mejoramiento escolar y los procesos de enseñanza-aprendizaje. El propósito de este artículo es contribuir a esta discusión, analizando y comparando la carrera de directores de escuelas públicas pertenecientes a las tres generaciones con mayor presencia: Boomers (aquellos nacidos entre 1946 y 1965), Generación-X (1966-1978) y Millennials (1979-1999). Se les otorga especial atención a los elementos que explicarían la decisión de convertirse en director. A través de un enfoque cualitativo, bajo los principios de la investigación biográfico-narrativa, se realizaron entrevistas a 24 directores en ejercicio y 4 recientemente jubilados. Los resultados indican diferencias generacionales importantes entre cohortes, las cuales moderan la opción profesional de acceder a la dirección y proyección laboral: el rol de su familia, su experiencia formativa, sus experiencias tempranas en la escuela y sus oportunidades de trabajo como líder. Estos hallazgos sugieren recomendaciones para la política pública, en particular para las estrategias de reclutamiento, retención y desarrollo de líderes escolares
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Resumen: El nivel intermedio se ha consolidado en las últimas décadas como un espacio clave para el mejoramiento escolar y el fortalecimiento de los aprendizajes de los estudiantes. Un creciente interés investigativo se ha posicionado... more
Resumen: El nivel intermedio se ha consolidado en las últimas décadas como un espacio clave para el mejoramiento escolar y el fortalecimiento de los aprendizajes de los estudiantes. Un creciente interés investigativo se ha posicionado sobre el rol de sus líderes, sus responsabilidades y necesidades de aprendizaje. En Chile, la reciente implementación de la Ley 21.040 y la creación de los Servicios Locales de Educación Pública (SLEP), presenta un escenario de cambio estructural al tradicional sistema representado por la administración municipal de educación. Este estudio busca contribuir al debate sobre el rol del nivel intermedio, poniendo atención al desarrollo de capacidades y necesidades formativas de dos actores claves en los SLEPs: la dirección ejecutiva y la dirección de Apoyo Técnico Pedagógico. A través metodologías mixtas, que incluyeron revisión documental y entrevistas semiestructuradas a líderes intermedios en cinco SLEPs, hemos identificado una serie de desafíos y necesidades formativas claves para apoyar la implementación de la Nueva Educación Pública, incluyendo el lenguaje de la administración pública, la visión estratégica territorial, gestión financiera, apoyo a directivos escolares y liderazgo pedagógico. Palabras
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This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s... more
This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual’s agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals’ professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.
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In this article, we report on the findings of a systematic review of the literature on leadership and the Millennial generation (alternatively known as Generation Y). The purpose of this systematic...
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As the editors point out in their introduction, many countries are watching, and some are already emulating, the governance reforms in England which aim to create a ‘Self-Improving School System’, ...
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Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con... more
Este artículo reporta una investigación cuyo objetivo fue explorar 1) la concepción de pensamiento crítico que un grupo de profesores chilenos de lenguaje y comunicación tiene y 2) las prácticas que estos implementan para promoverlo. Con una metodología cualitativa y un enfoque interpretativo, serealizaron seis entrevistas semiestructuradas a profesores de distintos contextos educativos. Todos los participantes consideraron que el pensamiento crítico es un elemento fundamental en el desarrollo de los aprendizajes de los estudiantes. En cuanto a las prácticas pedagógicas para promover el pensamiento crítico en el aula, los participantes manifestaron ciertas limitaciones en un contexto pedagógico desfavorable que está centrado en resultados académicos asociados a las pruebas estandarizadas locales.
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In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for... more
In a context characterised by triple sources of accountability demands, principals in Chile are required to mobilise change to raise performance indicators. School improvement is a complex endeavour—a complexity that is intensified for newly appointed principals, particularly when placed in a high-poverty, ineffective school. This article explores changes introduced by newly appointed principals placed in elementary public schools that were struggling ( n = 4) and in schools that were sinking ( n = 5). Findings show that all participants converged on actions to promote changes in: staffing, redesigning the organisation, and managing instruction. The quality of the actions, however, differed by type of school, highlighting the importance of defining policies for strengthening school leadership that take into account differences among schools. Induction will provide needed support at the individual level, but it might be insufficient support if other measures at the district level fai...
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ABSTRACT Using the qualitative case study approach, the following research focuses on the connection between coaching and resilience. Using an interpretative approach, based on the principles of grounded theory, semi-structured interviews... more
ABSTRACT Using the qualitative case study approach, the following research focuses on the connection between coaching and resilience. Using an interpretative approach, based on the principles of grounded theory, semi-structured interviews were conducted to explore this relationship in depth. The findings of the study suggest that when headteachers felt supported by coaching, they perceive an improvement in their performance and higher levels of resilience. The support in the form of coaching or having any senior mentor were identified as the critical sources of support, as headteachers were able to build self-evaluation practices, share ideas and reconsider goals and visions.
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ABSTRACT There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the... more
ABSTRACT There is a vast body of knowledge supporting the critical role of principal for school improvement and improved students’ learning outcomes. While, there is increasing evidence addressing the lack of interest in the principalship, training and preparation has been identified as a potential enhancer for principalship interest. The purpose of this paper is to identify and analyse the relation between teacher’s interest in assuming a principalship and leadership preparation using a quantitative approach. A sample of 220 school teachers with no formal leadership responsibilities responded an online survey and their answers were analysed with descriptive, Pearson correlation and analysis of variance statistics. The findings indicated that age, professional training and opportunities to exercise leadership were relevant variables in understanding the level of interest of teachers. Implications for research and practice are discussed.
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Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by... more
Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.
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International research on educational reform and change has stressed the relevance of the intermediate level of the educational system as a source of support for the improvement of teaching and learning in schools. However, this emphasis... more
International research on educational reform and change has stressed the relevance of the intermediate level of the educational system as a source of support for the improvement of teaching and learning in schools. However, this emphasis has not been replicated in the context of the Chilean school system, although current legislation require that sostenedores, or local administrators, must play an important role in school improvement policy. Considering the above, this article reports a study that aimed to learn about the practices of a team of professionals, called technical coordinators, working for a Municipal Corporation of an urban district in central Chile. Through field observations and a questionnaire, six dimensions of practice developed by technical coordinators were identified. From these results, the key elements of technical coordinators’ work, which is frequent, focused and personalized, are discussed. Finally, it is proposed that future research be considered to assess the impact of the six dimensions of practice identified in the improvement of teaching and learning, and other lines of research are suggested for further study of the intermediate level in the Chilean school system.
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This study used portable technology based on Experience Sampling Methodology (ESM log) to register workday practices of school principals and heads from Chilean schools who were implementing school improvement plans aimed at developing a... more
This study used portable technology based on Experience Sampling Methodology (ESM log) to register workday practices of school principals and heads from Chilean schools who were implementing school improvement plans aimed at developing a culture of organizational learning. For a week, Smartphone devices which beeped seven times a day were given to School Principals and Heads of Technical-Pedagogical Units, who then answered closed questions about their current agenda. Six municipal schools in a district of the V Region of Chile participated in the study. The main results support the notion that, at the time of data collection, most school Principals and Heads of Technical-Pedagogical Units were working alone, and if they were interacting with other people, they were always in command. Following underlying assumed roles, most school principals reported performing administrative tasks, while Heads of Technical-Pedagogical Units mainly addressed instructional issues, fostering a rigid framework for the assignment of tasks. Follow-up semi-structured interviews confirmed that participants were not working as a team but rather alone on important issues and urgent matters. Participants regarded the use of the device as a very practical and useful tool to analyze their daily practices. Results are discussed focusing on the use of portable technology to address methodological issues faced when approaching research on educational leadership from a distributed leadership perspective.
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Presentation about the SPIRE experience at UCL Education Conference, with the great Sophia Lam
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Generation theory (Mannheim, 1952) argues that members of the same cohort or generational location, share a similar set of beliefs, attitudes and behaviours. These ideas have underpinned a series of studies in diverse areas, including... more
Generation theory (Mannheim, 1952) argues that members of the same cohort or generational location, share a similar set of beliefs, attitudes and behaviours. These ideas have underpinned a series of studies in diverse areas, including sociology of work, aiming to understand individual and organisational practices (Smola and Sutton, 2002). In recent years, popularise by the work of Howe and Strauss (2000), the labels of Silent (90 and 71 years old), Boomers (70-55), GenXs (54-40), and Millennials (20-39) have populated both research and popular media. There is a growing interest in the education sector for generational studies (Stone-Johnson, 2011; Edge et al., 2016). Previous studies have concentrated in the English speaker northern hemisphere, less is known about the influence of generation in Latin-American. Chilean public-schools are led by three different cohorts: Boomers (65%), GenX (25%) and Millennials (10%) (Galdames, 2019). Shaped by a turbulent socio-political background, ...
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La investigación tuvo como objetivo describir el funcionamiento de los equipos directivos que realizan una autoevaluación institucional en el marco del Sistema de Aseguramiento de la Calidad de la Gestión Escolar en Chile. Mediante una... more
La investigación tuvo como objetivo describir el funcionamiento de los equipos directivos que realizan una autoevaluación institucional en el marco del Sistema de Aseguramiento de la Calidad de la Gestión Escolar en Chile. Mediante una metodología cualitativa de estudio de casos múltiples se realizó un seguimiento de 10 establecimientos educacionales. Los resultados indican que el mayor cambio en las prácticas de los equipos directivos es aprender a trabajar en equipo con el resto de la comunidad educativa, sin embargo, esto no se traduce en el desarrollo de una cultura de evaluación y mejoramiento. En el análisis, se presenta un modelo que da cuenta de las fases por las que atraviesa el equipo directivo así como de los factores que facilitan o entorpecen el proceso de autoevaluación
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Research Interests:
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al... more
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al cargo. En Chile, la selección directiva favorece el reclutamiento de candidatos externos por sobre la promoción interna, lo que conlleva dificultades derivadas de la inserción en una cultura escolar nueva, en un contexto de alta rotación directiva. Este artículo presenta una mirada alternativa y, a través de un estudio de casos cualitativo, analiza la trayectoria de 10 directores de establecimientos municipales elegidos por Alta Dirección Pública (ADP), luego de un proceso de promoción interna. Los resultados se organizan utilizando el marco propuesto por Moorosi (2010): Anticipación, los futuros directores son identificados tempranamente, ejercen liderazgo de manera informal y acceden a oportunidades de aprendizaje profesional; Adquisición, los futuros ...
Research Interests:
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al... more
La relevancia del liderazgo para el mejoramiento del aprendizaje de los estudiantes es innegable, pero los estudios advierten de una crisis global en el reclutamiento y retención de directores debido a las complejidades asociadas al cargo. En Chile, la selección directiva favorece el reclutamiento de candidatos externos por sobre la promoción interna, lo que conlleva dificultades derivadas de la inserción en una cultura escolar nueva, en un contexto de alta rotación directiva. Este artículo presenta una mirada alternativa y, a través de un estudio de casos cualitativo, analiza la trayectoria de 10 directores de establecimientos municipales elegidos por Alta Dirección Pública (ADP), luego de un proceso de promoción interna. Los resultados se organizan utilizando el marco propuesto por Moorosi (2010): Anticipación, los futuros directores son identificados tempranamente, ejercen liderazgo de manera informal y acceden a oportunidades de aprendizaje profesional; Adquisición, los futuros ...