Caring leadership practices in Chilean educational communities

Perceptions of school principals and teachers

Bibliographic Data

ID21784413
AuthorsAndrea Carrasco Sáez (0000-0002-3044-5639, Universidad de Santiago de Chile, corresponding author), Cyril Montoya (0000-0003-0921-5713, Universidad de Santiago de Chile)
Year2026
Volume54
Issue3
Pages849-865
Publication date2026-05-01
Open AccessYes
TypeARTICLE
VenueEducational Management Administration & Leadership (JOURNAL)
Journal identifiersISSN: 1741-1432 • E-ISSN: 1741-1440
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/17411432241293563
OpenAlexW4404696377
LanguageEN
Citations received3
References cited19

Caring leadership has emerged as an approach that can help strengthen school leadership practices to promote the cognitive and social-emotional development of the school community. Therefore, our goal is to study the differences between how school principals perceive their practices to promote the development of a school culture of care and teachers’ perceptions of those same practices. For this purpose, the Caring School Leadership Questionnaire (CSLQ) by author Van Der Vyver (2014), was translated and validated statistically and subsequently applied to 332 school principals and 333 teachers in the Metropolitan Region of Chile. The results of the questionnaire reveal different perceptions among the two types of actors, varying across each dimension. Most differences are seen around the practices related to psychological well-being, with fewer noticeable differences in relation to practices associated with the workplace

Educational leadership · Instructional leadership · Participative decision-making · Pedagogy · Perception · Political science · Public relations · School administration · Sociology · Teacher Leadership · Education and Teacher Training · Educational Practices and Policies · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access