Abstract

This contribution aims to describe the intermediate leadership of school organizations, their practices and how they are associated with teaching practices. Mainly, in the case of Chile, the school leadership is differentiated into an administrative one (director of the organization) and another pedagogical one (intermediate leader "LI"). A mixed method of exploratory characteristics was used, which allowed a description and relationship between intermediate leadership practices. Among the results was a high rate of pedagogical practices implemented by the intermediate leaders over the principals, and direct relationships between what the LI does and the classroom teachers. This led to the conclusion that developing pedagogical plans with a strong scope in what teachers and these leaders do would achieve results on the average in teacher evaluation processes and mainly that students achieve learning with an emphasis on the development of superior teaching skills.