Abstract

The research aimed to evaluate practices for the implementation of educational change by school leaders. A methodology and specific instruments were designed to carry out this evaluation. The level of concern of the leader regarding the emphasis that she was seeking to implement in her school was investigated, as well as its levels of use. The results showed differences in the achievement of the directors studied and differences were also distinguished between the representation and information about the change to be made and its concrete execution. Learnings were identified to strengthen the evaluation methodology designed and its contribution to the evaluation of educational leadership practices.