Managing contingency rather than coexistence: The role of school coexistence managers in Chile

Abstract

This mixed methods exploratory study, reports the main tasks and capacities and obstacles that ECEs face, as well as the skills to address them. The purpose of this study is to deepen with empirical evidence in the role of the Coordinator of School Convivence (ECE) in Chilean public schools. Results indicate that the ECEs perform multiple and diverse emergent and reactive tasks. Mainly supervision and control of the discipline, case solving, and accountability. The main obstacles reported are: highly demanding external and internal accountability, and difficulties to engage staff in collaborative work. ECEs report that for effective role performance it is necessary to develop leadership capacities to bring together and mobilize others, conflict management, encourage reflections in their teams, and strengthen their leadership. Findings suggest the need to move from a role centered in contingency management to one focus on convivence development, to be able to co-construct school communities that improve in a participatory, democratic and inclusive way.