Perceived success factors in an outstanding school serving vulnerable students: Case-study of a Chilean public school

• Celedon Gamboa, Cristian ^[1] ; Vanderhoven, Ellen ^[2] ; Proestakis Maturana, Alejandro ^[3]
  1. [1] Universidad de Chile

     Universidad de Chile

     Santiago, Chile

     
  2. [2] University of Glasgow

     University of Glasgow

     Reino Unido

     
  3. [3] Universidad Católica del Norte

     Universidad Católica del Norte

     Antofagasta, Chile

     

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• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 12, Nº. 1, 2022 (Ejemplar dedicado a: Febrero)
• Idioma: inglés
• DOI: 10.17583/remie.4244
• Títulos paralelos:
  • Factores de éxito percibidos en una escuela destacada con alumnado vulnerable: Estudio de caso de una escuela pública chilena
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Esta investigación analiza, mediante un enfoque de estudio de caso, los factores de éxito percibidos en una destacada escuela pública chilena que atiende a estudiantes socioeconómicamente vulnerables. Este estudio cualitativo se basa en entrevistas cualitativas con el personal de la escuela y en observaciones de las clases, utilizando el modelo de Núcleo Instruccional como marco analítico. El análisis reveló que las creencias y los valores culturales estructurales compartidos por la comunidad escolar eran más relevantes para explicar el éxito escolar que las prácticas concretas, y destacó la importancia de la interrelación entre los factores de éxito para comprender su impacto en la eficacia escolar. Además, elementos como la naturaleza continua y cambiante de los factores de éxito, la fuerte influencia del liderazgo y las relaciones internas y el uso del juicio profesional y el conocimiento situado por parte de los profesores también se identificaron como claves para entender la eficacia. Por último, se discuten las consecuencias no deseadas que se manifiestan en este estudio de caso, ya que la escuela estudiada se enfrenta al contexto político educativo chileno, hostil e inequitativo.

  • English

    This research analyses, using a case-study approach, the perceived success factors in an outstanding Chilean public school serving socioeconomically vulnerable students. This qualitative study draws on qualitative interviews with school staff and class observations, using the Instructional Core model as an analytical framework. Analysis revealed that the beliefs and structural cultural values shared by the school community where more relevant to explaining school success than concrete practices, and highlighted the importance of the interrelation among success factors for understanding their impact on school effectiveness. Additionally, elements such as the ongoing and changing nature of success factors, the strong influence of leadership and internal relationships and the use of professional judgement and situated knowledge by teachers were also identified as key to understanding effectiveness. Lastly, the unintended consequences apparent in this case-study are discussed, as the school under study confronts the hostile and inequitable Chilean education policy context. Keywords: school effectiveness, vulnerable students, Chile, public school, thematic analysis.

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