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HOW PRINCIPALS IDENTIFY LOW-PERFORMING TEACHERS IN PUBLIC SCHOOLS? EVIDENCE FROM CHILE

100%
Aravena F.
Pedagogický časopis (Journal of Pedagogy)
|
2023
|
vol. 14
|
issue 2
5 – 26
EN
This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.
2
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TEACHER ECONOMIC INCENTIVES IN PRIVATE SUBSIDIZED SCHOOLS IN CHILE

51%
Aravena F., Kaščák O., Quiroga M., Hall G.
Sociológia (Sociology)
|
2018
|
vol. 50
|
issue 3
207 – 224
EN
The purpose of this study is to provide empirical evidence on the economic incentive policies designed by school leadership teams in private subsidized schools in Chile. The case studies are investigated using a qualitative methodological approach involving the comparative analysis of data collected through in-depth interviews. The findings show that the incentives have been variously designed in relation to purpose, structure and value. Some are targeted at teachers, while others reflect student learning outcomes based on standardized tests, student attendance and teaching staff work discipline. Economic incentive policies should ensure the impact on learning outcomes. However, this was not done in the cases investigated in this study. Further investigation is required to address this research area, as it has not been sufficiently explored in the literature.
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