Abstract

This study aims to describe what actions in school climate are being carried out by the leadership teams in public schools in Chile. The study used a qualitative approach, with the participation of 67 teams' members belonging to 24 public schools in the Valparaiso region. The findings indicate that actions sought by the management teams are concentrated in training, holding events and developing plans, manuals and protocols for school climate. Meanwhile, more than 85% of the actions were carried out outside the classroom, indicating a poor pedagogical connection of school climate with the actions taken by the leadership teams. Finally, the actions are developed by adults alone, mainly by those in charge of school climate and professionals of the psycho-social team. It is concluded that leadership teams develop diverse actions framed on a hybrid public policy which supports and demands from the professional performance.