Tensions and critical aspects of the implementation of school climate policies, in Chile

Authors

  • Verónica López Pontificia Universidad Católica de Valparaíso
  • Lorena Ramírez Pontificia Universidad Católica de Valparaíso
  • René Valdés Pontificia Universidad Católica de Valparaíso
  • Paula Ascorra Pontificia Universidad Católica de Valparaíso
  • Claudia Carrasco-Aguilar Universidad de Playa Ancha

DOI:

https://doi.org/10.31619/caledu.n48.480

Keywords:

education policy, implementation, education quality assurance system, school climate, school violence

Abstract

During the last 15 years, Chile has designed and implemented various laws and education policies aimed at improving, promoting and developing school climate and reducing levels of school violence. However, paradigmatic tensions have been identified in the foundations of these policies and laws, which create an ambivalent scenario for their implementation. The purpose of this study was to identify and analyze the tensions and critical aspects identified by the actors involved in the design and implementation of education policies on school climate. Through a qualitative methodology, ten active-reflexive interviews were carried out with key informants from three of the different organisms that conform the new structure of Chile's educational system (Quality Agency, Ministry of Education and Superintendence of Education). Thematic content analysis revealed that the participants identified critical tensions and aspects at the conceptual level (what is school climate), methodological level (how to evaluate it), and procedural level (how to improve it). These findings are discussed from the perspective of implementation science.

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Published

2018-07-30

Issue

No. 48 (2018): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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