Vulnerability in chilean subsidized private schools: Teaching challenges from the board of directors

Abstract

The article reviews that the student’s conditions of vulnerability and the influence of teaching work on their academic performance are reported to the school principal. It corresponds to an exploratory study, based on interviews with executives of private-subsidized schools with students in this condition. The analysis makes it possible to demonstrate the directive thinking, and the teaching dynamics, identifying critical nodes that, if taken care of, would have a positive impact on the organization of teaching in this context. Based on the background, proposals are made at the level of public policies that tend to guide and develop leadership, and pedagogical management in this framework.