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Leadership and Professional Teacher Development in Technical-Vocational Education: A Comparison between Chile and Mexico

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No. 16 (2026): Enero-junio
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Abstract

The objective of this article is to analyze the practices of leadership and professional development of teachers in technical and vocational education in Chile and in professional technological high schools in Mexico. For this purpose, three categories of analysis are considered: “teaching quality ”, “learning culture and teamwork” and “relationship with the community”. The investigation began from a mixed approach. The participants were head teachers and classroom teachers from 2 professional technical high schools in Chile and 2 high schools in Mexico, and the information was collected through focus groups and a questionnaire, respectively. The results show that in relation to the quality of teaching category there is a consensus between directors and teachers regarding the need to continue consolidating these practices. Regarding the practices of the culture of learning and teamwork category, the directors perceive that progress must still be made in their consolidation, while the teachers value their implementation positively. Finally, regarding the category relationship with the community, the results show that while the management teams consider that these are the most consolidated practices in their establishments, the teachers estimate that it is where more progress should be made. Among the conclusions, the consensus between managers and teachers to advance in the consolidation of the quality of teaching stands out.

Keywords:

leadership , teacher’s professional development , technical and vocational education , technological baccalaureate
How to Cite
Díaz Delgado, M. Ángel, Rojas Jara, A., & Maureira Cabrera, O. (2026). Leadership and Professional Teacher Development in Technical-Vocational Education: A Comparison between Chile and Mexico. Revista Saberes Educativos, (16), pp. 1–26. Retrieved from https://sabereseducativos.uchile.cl/index.php/RSED/article/view/82974
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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