Liderazgo educacional en ruralidad: Estudio de un caso chileno en el contexto Del proyecto internacional ISSPP

Abstract

The research study reported is part of the International Successful School Principalship Project (ISSPP) that brings together a group of countries that conduct studies on Effective Educational Leadership using a common framework of reference. Through a qualitative-interpretative methodological approach and the use of a multi-perspective case study design, the research here presented has analyzed the successful practices that characterize a school principal of recognized trajectory and prestige, managing a state-run and rural school with a heterogeneous student population characterized by a high percentage of social vulnerability. On the other hand, this study has intended to reveal the way in which these practices significantly influence the sustained effectiveness and improvement trajectory of the school analyzed, which has reached notoriety at the regional and national levels. The findings of the study indicate that this school leader is characterized by an ambitious and demanding educational project, completely atypical for its context; he demonstrates a great commitment to his work, being involved in all the processes of the school, from curricular and teaching-learning aspects to the integral development and well-being of its students. Although the success is shared with other members of the school community, this principal seems to be the main catalyst of it. The study concludes that the principal’s management style combines aspects of the pedagogical, distributed and transformational leadership. He does not only focus on improving academic results, but also it places special emphasis on the holistic development of students, achieving a transformation of the school culture with the aim of generating opportunities for students in rural areas and fostering social justice.