Incidencia de la dirección escolar sobre el compromiso de los docentes. Un estudio multinivel

Abstract

Educational research has found that school principals have influence on students´ learning mediated by other factors. One of these factors is teachers´ commitment. This article attempts to identify which practices of principals have an influence on teachers´ commitment. On this purpose we undertake a multilevel study based on data from 600 Chilean primary schools, their principals, pedagogical heads and 1959 teachers, where variables at school level and teachers´ level has been controlled. Findings points out that there are two practices of school principals that influence on teachers commitment: setting direction and restructure the organization for facilitate work, and pedagogical support.