The shock absorbers: school principals and their conflicts in Chile

Aravena, Felipe; Madrid, Romina

doi:10.1080/00220620.2020.1793739

Cited by 3 publications

(4 citation statements)

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“…In addition, the study has shown that the main contingencies faced by school leaders in Chile revolve around the relationship between actors: assist families, relationship with and among students and resolution of school staff problems. These results are consistent with other studies that have suggested that one of the most demanding tasks for principals is dealing with students' families, even more so in disadvantaged contexts (Vanni et al, 2018;Aravena and Madrid, 2020). It is also consistent with recent studies proving that school leaders dedicate a significant amount of time to their direct relationship with students, a fact that to a certain extent is relativized by the widely held idea that school principals have a solely indirect impact on student learning (Lee et al, 2021).…”

Section: Discussionsupporting

confidence: 93%

“…, 2017; Montecinos et al. , 2018; Aravena and Madrid, 2020). This strongly demanding context, which has as one of its components a significant expansion of administrative tasks (Campos et al.…”

Section: Research Contextmentioning

confidence: 99%

“…Available national evidence on the principal's role suggests that over the last decade responsibilities and tasks performed by principals seem to have increased (OECD, 2017;Campos et al, 2019). These increased responsibilities also occur in a more demanding academic achievement context (Carrasco and Fromm, 2016;, as well as of greater school conflictmainly with students and teachers and to a lower intensity with familiesforcing principals to mediate and lead the resolution of these conflicts (Villalobos et al, 2017;Montecinos et al, 2018;Aravena and Madrid, 2020). This strongly demanding context, which has as one of its components a significant expansion of administrative tasks (Campos et al, 2019), has made it difficult for school leaders to focus their attention on educational management in their institutions (Ahumada et al, 2016;Donoso and Benavides, 2018;Marf an and Pascual, 2018;Marf an et al, 2022) and has been producing some negative effects on the subjective well-being of principals (Aravena and Gonz alez, 2021).…”

Section: Jea 611mentioning

confidence: 99%

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“Contingency”, an overlooked factor by school leadership: evidence from primary urban schools in Chile

Muñoz

Weinstein

Sembler

2022

JEA

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PurposeThis paper aims to describe the levels and type of contingency faced by school principals in Chile and the way certain aspects of the Chilean school system result in a greater or lesser presence of these contingencies.Design/methodology/approachThe results reported here are based on the application of a structured questionnaire to 381 elementary school principals in Chile. A “Leadership Contingency Index” was created to analyze the extent and characteristics of this phenomenon, which was complemented with a multiple regression analysis to observe the variables that influence the levels of contingency.FindingsThis study has shown that the main contingencies faced by school leaders in Chile revolve around the relationship between actors: assist families, relationship with and among students and resolution of school staff problems. Also shows that the level of contingency faced by principals is strongly conditioned by the socio-educational context of the school and is not related to the individual characteristics of the leaders. This level of contingencies is significantly higher in the public system, although the most recurrent contingencies are the same in each type of school administration (public, private subsidized and privately funded schools).Originality/valueThis paper addresses an important but relatively unexplored dimension in specialized research on leadership: variable contingencies under which the leadership role is performed daily, including significant gaps between schools. Understanding and analyzing school leadership from the perspective of the complexity of tasks currently faced by principals, many of them highly unpredictable, ensures a realistic view of the possibilities and limitations of leadership in action and, consequently, provides better tools to strengthen the school leadership role and its contribution to improving student learning.

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Section: Discussionsupporting

confidence: 93%

Section: Research Contextmentioning

confidence: 99%

Section: Jea 611mentioning

confidence: 99%

See 1 more Smart Citation

“Contingency”, an overlooked factor by school leadership: evidence from primary urban schools in Chile

Muñoz

Weinstein

Sembler

2022

JEA

View full text Add to dashboard Cite

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“…School leaders who focus on instructional practices have a greater impact on student learning outcomes and teaching, especially those who focus on teachers who need to improve their performance (Day et al, 2011;Hallinger, Lee, 2015;Hallinger, Wang, 2015;Hattie, 2015). Based on this evidence, Chile has expanded the pedagogic responsibilities and duties of school principals (Aravena, Madrid, 2020;Marfan, Pascual, 2017;OECD, 2016) in line with the explicit guidelines set out in the National Framework for Good School Leadership and Management of 2015 (Ministry of Education, 2015). Specifically, the framework details two leadership dimensions of the role of principals in enhancing teacher professionalism.…”

Section: Introductionmentioning

confidence: 99%

How principals identify low-performing teachers in public schools? Evidence from Chile

Aravena

2023

Journal of Pedagogy

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This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.

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Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution

Vinokur,

Yomtovian,

Marom

et al. 2024

Front. Soc. Psychol.

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Navigating conflicts is crucial for promoting positive relationships between pupils, teachers, and parents. The objective of this paper is to present Social-Based Learning and Leadership (SBL), an innovative approach to group dynamics and conflict resolution within the school setting, aiming to foster meaningful relationships and personal and social growth. The methods of SBL focus on group evolution by navigating conflicts rooted in higher needs while balancing the interplay of separation and connection. It proactively embeds prosocial values and conduct into the school culture, with teachers prioritizing the wellbeing of others, fostering shared problem-solving, and positive feedback amid conflicts. Teachers acquire tools to transform the classroom into a “social laboratory” and construct meaningful partnerships with parents. Practical conflict management within the SBL framework involves dynamic group discussions, shifting from other blaming to accountability, and reflective group introspection. Experiential learning through crafted case studies and role-plays enhances students' conflict management skills by fostering perspective-taking and inclusiveness. We conducted a qualitative case study in an SBL training in a school from 2020 to 2023. These conflict management processes allow the school community to reimagine conflict as an invaluable educational opportunity, equipping pupils with essential soft skills for navigating the challenges of the 21st century.

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The shock absorbers: school principals and their conflicts in Chile

Abstract: There may be differences between this version and the published version. You are advised to consult the publisher's version if you wish to cite from it. http://eprints.gla.ac.uk/248774/

Cited by 3 publications

References 40 publications

“Contingency”, an overlooked factor by school leadership: evidence from primary urban schools in Chile

“Contingency”, an overlooked factor by school leadership: evidence from primary urban schools in Chile

How principals identify low-performing teachers in public schools? Evidence from Chile

Social-based learning and leadership in school: conflict management training for holistic, relational conflict resolution

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