Leading Mandated Network Formation in Chile's New Public Education System

Autor/inn/en	González, Álvaro; Ehren, Melanie; Montecinos, Carmen
Titel	Leading Mandated Network Formation in Chile's New Public Education System
Quelle	In: School Leadership & Management, 40 (2020) 5, S.425-443 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González, Álvaro) ORCID (Ehren, Melanie) ORCID (Montecinos, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2020.1783649
Schlagwörter	Public Education; Educational Administration; Networks; Administrative Organization; Foreign Countries; School Administration; Educational Change; Educational Improvement; Case Studies; Governance; Instructional Leadership; Elementary Secondary Education; Teacher Attitudes; Administrator Attitudes; Chile + Suchen Sie Ihr Suchwort? Öffentliche Erziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Ausland; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Instruction; Leadership; Führung; Lehrerverhalten
Abstract	The public education system in Chile was reformed in 2017, introducing networking as a principle for governing and improving schools. Between 2018 and 2025, 70 Local Public Education Services (SLE) will replace 345 municipalities as the intermediate level of the new system. SLEs are mandated to lead the formation of networks to support the improvement of schools. This paper presents a qualitative case study exploring how professionals from one SLE in lead the formation of mandated networks. Findings from 20 in-depth interviews were analysed using the network formation model proposed by Segato and Raab ([2019]. "Mandated Network Formation." International Journal of Public Sector Management 32 (2): 191-206.). School networks were configured by SLE professionals, introducing hierarchical elements into their coordination. SLE professionals acknowledged a tension between guiding networks to produce horizontal and collaborative relationships and coordinating school networks vertically as functional units to support and supervise schools. In the discussion we argue that this tension emerged from SLE professionals' mindset where prior experiences with vertical and centralised coordination, associated with hierarchical governance, predominated over new forms of horizontal and distributed leadership, associated with network governance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01