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.