Abstract

The paper shows the results of an investigation carried out in Chile on the provisions of principals regarding the Law of School Inclusion, a regulation that promotes school desegregation and which began in 2016. Considering the approach of inclusive leadership and social justice, the study was constructed from an online survey of 157 principals from four cities. The study followed a non-experimental quantitative design with a descriptive scope given its exploratory nature. The results show that principals share the principles of this policy, but they anticipate that they will have problems due to the lack of training of teachers and the tensions involved in implementing inclusion policies in the context of a school system that measures quality based on results in standardized tests. Therefore, school principals show engagement to the principles of the policy, but at the same time, show a conformity and resistance with its more specific implications, since they do not appreciate that this structurally modifies the operating logic of their schools.