Abstract
The importance of leadership for student learning is undeniable, but studies warn of a global crisis in the recruitment and retention of principals due to the complexities associated with this position. In Chile, principal selection favors the recruitment of external candidates over internal promotion, which entails difficulties derived from the insertion into a new school culture. This article introduces an alternative perspective and, through a qualitative case study, analyzes the trajectory of 10 municipal school principals selected through Senior Public Management (ADP) after a process of internal promotion. Findings are organized using the framework proposed by Moorosi (2010): Anticipation, future principals are identified early, exercise leadership informally and access professional learning opportunities; Acquisition, future principals access formal leadership positions, developing professional knowledge and increasing their visibility with the school community; and Performance, principals face the transition to office and must manage relationships with other relevant actors. Based on these findings, five lessons are discussed for a strategy of internal promotion of future school leaders that can complement external recruitment for a future principal career in Chile.
Highlights
PROMOCIÓN INTERNA DE DIRECTIVOS ELEGIDOS POR ALTA DIRECCIÓN PÚBLICA EN CHILE - S
This article introduces an alternative perspective and, through a qualitative case study, analyzes the trajectory of 10 municipal school principals selected through Senior Public Management (ADP) after a process of internal promotion
Findings are organized using the framework proposed by Moorosi (2010): Anticipation, future principals are identified early, exercise leadership informally and access professional learning opportunities; Acquisition, future principals access formal leadership positions, developing professional knowledge and increasing their visibility with the school community; and Performance, principals face the transition to office and must manage relationships with other relevant actors
Summary
El problema que enfrentan los sistemas escolares para atraer y retener a sus directores no es nuevo. En la provincia de Ontario en Canadá, Fink y Brayman (2004) anticipaban un potencial problema en la provisión de directores escolares para sus escuelas al reconocer un creciente desinterés de subdirectores y líderes medios en ascender en la carrera directiva. En 2004, Ontario se preparaba para el éxodo de cerca del 70% de sus directores en los siguientes 10 años y, pero a diferencia del Reino Unido, esta provincia optó por la rotación o cambio planificado de directores luego de un periodo de tiempo, argumentando que “los directores bajan su eficacia luego de seis o siete años” Este supuesto fue cuestionado por la evidencia, al reconocer que la rotación sistemática no solo no tiene un impacto significativo en los aprendizajes de los estudiantes (especialmente en escuelas con dificultades), sino que también actúa como una barrera para la preparación de futuros líderes (Hargreaves, 2005). Este cálculo no solo incluye el dinero usado directamente en el procedimiento, sino también los recursos complementarios como el tiempo de trabajo de profesionales de apoyo, reuniones de planificación e informes adicionales, los cuales muchas veces son invisibles en los cálculos finales
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