Preparing school principals in the Chilean scenario

Lessons from Australia, England and the United States

Datos Bibliográficos

ID10106357
AutoresFelipe Aravena (0000-0002-9142-8349, University of Valparaíso, autor de correspondencia)
Año2016
Volumen48
Número4
Páginas342-357
Fecha de publicación2016-07-25
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Educational Administration & History (JOURNAL)
Identificadores de la revistaISSN: 0022-0620 • E-ISSN: 1478-7431
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620.2016.1210586
OpenAlexW2486962181
IdiomaEN
Citas recibidas6
Referencias citadas18

In this paper will be analysed three different educational contexts for preparing school principals such as Australia, England and the United States. This study analyses the professional development of academic leadership in the countries previously mentioned in order to apply the successful aspects to the Chilean education system, a system greatly need of improvement. The main finding of this study is that school administrator development is unproductive when the administrators themselves are not given the power to make decisions such as selecting teaching staff and managing finances. In this context, legal and bureaucratic structures in Chile act as barriers in consolidating and practicing these new ideas and recommendations

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