Abstract

The article analyzes the recent evolution of school leadership in Chile between 2009 and 2019, a decade of significant intensification in the country's school leadership policies, comparing principals' characteristics, working conditions and leadership practices, as reported by school principals and teachers. Data comes from a survey applied in both years to principals and teachers in nationally representative samples of urban primary schools. While reports of some characteristics and working conditions of principals have changed, no significant variation occurred in teachers' perceptions of principals' leadership practices. The article discusses policy ' s capacity to motivate principals' practice change at the local level.