Educational Leadership and School Climate: A Case Study in a Chilean Public School

Abstract

In recent years, the field of educational leadership has garnered increasing attention with a growing emphasis on its relationship with school climate and coexistence. This study examined the facilitators of educational leadership in fostering a positive school climate, drawing on the experiences and perceptions of teachers at a primary school in Chile. Employing a qualitative single case study approach, the research  was conducted in an educationally vulnerable context, characterized by  an Institutional Educational Project (IEP) and Internal Regulations (IR) centered on affectivity and achieving  high learning outcomes. Data collection methods included observations, document reviews, and interviews with key stakeholders: for second-cycle primary school teachers, the school principal, and the coexistence coordinator.  A reflexive thematic analysis revealed five emergent categories: (i) the introduction of new leadership practices, (ii) the cultivation of an affective organizational climate, (iii) the implementation of situated pedagogical leadership, (iv) the adoption of shared responsibility in coexistence management, and (v) unresolved tensions as persistent challenges. These findings highlight the interplay of leadership styles, and identify key facilitators in addressing the research question.