<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000200118</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-2.18526</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Patrones de liderazgo distribuido en centros secundarios de formación profesional en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Patterns of Distributed Leadership in Secondary Vocational Training Centers in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Padrões de liderança distribuída em centros de formação profissional secundária no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maureira-Cabrera]]></surname>
<given-names><![CDATA[Oscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ahumada-Figueroa]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal-Muñoz]]></surname>
<given-names><![CDATA[Erick]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica Silva Henríquez  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>118</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000200118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El liderazgo distribuido contribuiría al desarrollo de competencias profesionales necesarias para fomentar una cultura de colaboración. Este artículo tuvo por objetivo analizar los patrones de liderazgo distribuido en centros de formación técnico profesional de educación secundaria con una trayectoria sostenida de mejoramiento.  Metodología . Se realizó una investigación de carácter cuantitativo no experimental transversal. Para analizar los patrones de liderazgo distribuido se aplicó el Cuestionario multifactorial de liderazgo distribuido (Maureira Cabrera &amp; Garay, 2019). La muestra estuvo conformada por diez centros secundarios de educación técnica profesional de diferentes zonas geográficas de Chile. Se analizaron distintos patrones de liderazgo distribuido y su relación con variables sociodemográficas. Para el análisis de los datos se utilizaron estadísticas a nivel descriptivo e inferencial, pruebas T para muestras independientes, concluyendo con un análisis de regresión múltiple.  Resultados . Todos los patrones de liderazgo distribuido son valorados positivamente por personal directivo, docentes y profesionales de apoyo. El patrón formal fue el de más alta valoración, seguido del estratégico, el patrón de distribución pragmática, el patrón cultural, el patrón de distribución oportuna y el patrón incremental. Las personas de más edad, años de experiencia docente y permanencia en el establecimiento, así como quienes se desempeñan en cargos directivos tienen una valoración más positiva del patrón cultural de distribución del liderazgo.  Conclusiones.  El liderazgo distribuido es posible en la medida en que exista una cultura que lo sustente. Aquellos centros educativos con una trayectoria sostenida de mejoramiento cuentan con una concepción de liderazgo que facilita una participación y toma de decisiones más democráticas en torno a un proyecto común.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Purpose.  Distributed leadership would contribute to the development of professional skills necessary to foster a culture of collaboration. The objective of this article was to analyze the patterns of distributed leadership in secondary vocational and training centers with a sustained improvement trajectory.  Method.  A non-experimental transactional quantitative investigation was carried out. To analyze distributed leadership patterns, the Distributed Leadership Multifactor Questionnaire was applied (Maureira Cabrera &amp; Garay, 2019). The sample consisted of ten secondary vocational and training centers from different geographical areas of Chile. Different patterns of distributed leadership and their relationship with sociodemographic variables were analyzed. For data analysis we used descriptive and inferential statistics, t-tests for independent samples, concluding with a multiple regression analysis.  Results.  All distributed leadership patterns are valued positively by managers, teachers and support professionals. The formal pattern was the one with the highest value, followed by the strategic, the pragmatic distribution pattern, the cultural pattern, the timely distribution pattern, and the incremental pattern. Age, experience and permanence in the center, as well as those who work in managerial positions, have a more positive assessment of the cultural pattern of leadership distribution.  Conclusions.  Distributed leadership is possible to the extent that there is a culture that supports it. Those educational centers with a sustained path of improvement have a leadership concept that facilitates more democratic participation and decision-making around a common project.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  A liderança distribuída contribuiria para o desenvolvimento de competências profissionais necessárias à promoção de uma cultura de colaboração. O objetivo deste artigo foi analisar os padrões de liderança distribuída em escolas secundárias profissionais com uma trajetória sustentada de melhoria.  Metodologia.  Foi realizada uma pesquisa quantitativa não-experimental transacional. O Questionário Multifatorial de Liderança Distribuída (Maureira Cabrera &amp; Garay, 2019) foi aplicado para analisar os padrões de liderança distribuída. A amostra foi composta por dez escolas de ensino técnico profissional secundário de diferentes áreas geográficas do Chile. Foram analisados diferentes padrões de liderança distribuída e sua relação com variáveis sociodemográficas. Para a análise dos dados, utilizou-se estatística descritiva e inferenciais, testes t para amostras independentes, concluindo com uma análise de regressão múltipla.  Resultados.  Todos os padrões de liderança distribuída são positivamente valorizados pelos gestores, professores e profissionais de apoio. O padrão formal foi o mais valorizado, seguido do padrão estratégico, do padrão de distribuição pragmática, do padrão cultural, do padrão de distribuição oportuna e do padrão incremental. As pessoas mais velhas, as que têm mais anos de experiência docente e de permanência na escola, bem como as que ocupam cargos de direção, têm uma avaliação mais positiva do padrão cultural de distribuição da liderança.  Conclusões.  A liderança distribuída é possível enquanto exista uma cultura que a apoie. As escolas com uma trajetória sustentada de melhoria têm um conceito de liderança que facilita uma participação mais democrática e a tomada de decisões em torno de um projeto comum.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Liderazgo distribuido]]></kwd>
<kwd lng="es"><![CDATA[educación técnico profesional]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[mejoramiento profesional]]></kwd>
<kwd lng="es"><![CDATA[pruebas de estadística inferencial]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[trabajo decente]]></kwd>
<kwd lng="es"><![CDATA[reducción de las desigualdades]]></kwd>
<kwd lng="es"><![CDATA[combatir la pobreza]]></kwd>
<kwd lng="es"><![CDATA[acceso a alimentos]]></kwd>
<kwd lng="en"><![CDATA[Distributed leadership]]></kwd>
<kwd lng="en"><![CDATA[vocational and training education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[professional training]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[professional improvement]]></kwd>
<kwd lng="en"><![CDATA[tests of inferential statistics]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[decent work]]></kwd>
<kwd lng="en"><![CDATA[reduced inequalities]]></kwd>
<kwd lng="en"><![CDATA[fight poverty]]></kwd>
<kwd lng="en"><![CDATA[food access]]></kwd>
<kwd lng="pt"><![CDATA[Liderança distribuída]]></kwd>
<kwd lng="pt"><![CDATA[ensino técnico profissional]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="pt"><![CDATA[ensino profissional]]></kwd>
<kwd lng="pt"><![CDATA[qualidade do ensino]]></kwd>
<kwd lng="pt"><![CDATA[aperfeiçoamento profissional]]></kwd>
<kwd lng="pt"><![CDATA[testes estatísticos inferenciais]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[trabalho dogno]]></kwd>
<kwd lng="pt"><![CDATA[reduzir as desigualdades]]></kwd>
<kwd lng="pt"><![CDATA[combate à pobreza]]></kwd>
<kwd lng="pt"><![CDATA[acesso a alimentos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahumada Figueroa]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Yancovic]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Maureira]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Liderazgo distribuido en establecimientos educacionales: Recurso clave para el mejoramiento escolar]]></source>
<year>2017</year>
<publisher-name><![CDATA[Líderes Educativos, Centro de Liderazgo para la Mejora Escolar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahumada Figueroa]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Maureira Cabrera]]></surname>
<given-names><![CDATA[O. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ascencio Garrido]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Brechas y patrones predominantes de distribución de liderazgo en dos muestras incidentales de escuelas y liceos en Chile]]></article-title>
<source><![CDATA[Profesorado, Revista de Currículum y Formación de Profesorado]]></source>
<year>2019</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-68</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahumada Figueroa]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Maureira Cabrera]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fortalecer el liderazgo distribuido en escuelas y liceos mediante indagación colaborativa]]></article-title>
<source><![CDATA[Profesorado. Revista de Currículum y Formación del Profesorado]]></source>
<year>2019</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-30</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bellei]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Vanni]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
</person-group>
<source><![CDATA[El liceo en tiempos turbulentos. ¿Cómo ha cambiado la educación media chilena?]]></source>
<year>2020</year>
<publisher-name><![CDATA[LOM Ediciones]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bolaños]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Pilerot]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital abilities, between instrumentalization and empowerment: a discourse analysis of Chilean Secondary Technical and Vocational public policy documents]]></article-title>
<source><![CDATA[Journal of Vocational Education &amp; Training]]></source>
<year>2021</year>
<volume>75</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>768-87</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cea D&#8217;Ancona]]></surname>
<given-names><![CDATA[M. Á.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análisis multivariable. Teoría y práctica en la investigación social (Síntesis)]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galdames]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Montecinos]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Ahumada]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Leiva]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Novice principals in Chile mobilizing change for the first time. Challenges and opportunities associated with a school&#8217;s readiness for change]]></article-title>
<source><![CDATA[Educational Management Administration &amp; Leadership]]></source>
<year>2018</year>
<volume>46</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>318-38</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García Ferrando]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Socioestadística. Introducción de la estadística en sociología]]></source>
<year>1999</year>
<publisher-name><![CDATA[Alianza Editorial]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González-Fernández]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Iturra Herrera]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández González]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabajo colaborativo entre maestros y logopedas: Una revisión acerca de las barreras y de su estructura subyacente]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2022</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>165-82</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gronn]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distributed leadership as a unit of analysis]]></article-title>
<source><![CDATA[The Leadership Quarterly]]></source>
<year>2002</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>423-51</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fullan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional capital after the pandemic: Revisiting and revising classic understandings of teachers&#8217; work]]></article-title>
<source><![CDATA[Journal of Professional Capital and Community]]></source>
<year>2020</year>
<volume>5</volume>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>327-36</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[DeFlaminis]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distributed leadership in practice: Evidence, misconceptions and possibilities]]></article-title>
<source><![CDATA[Management in Education]]></source>
<year>2016</year>
<volume>30</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>141-6</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ismail]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distributed leadership: Taking a retrospective and contemporary view of the evidence base.]]></article-title>
<source><![CDATA[School Leadership &amp; Management]]></source>
<year>2022</year>
<volume>42</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>438-56</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández-Sampieri]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández Collado]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista Lucio]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación]]></source>
<year>2014</year>
<edition>6</edition>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández Sampieri]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mendoza Torres]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta]]></source>
<year>2018</year>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leithwood]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hopkins]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Seven strong claims about successful school leadership revisited]]></article-title>
<source><![CDATA[School Leadership &amp; Management]]></source>
<year>2020</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-22</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leithwood]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Mascall]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Distributed leadership according to the evidence]]></source>
<year>2009</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MacBeath]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Liderazgo el aprendizaje dentro y fuera de la escuela]]></source>
<year>2011</year>
<publisher-name><![CDATA[Área de Educación de Fundación Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maureira Cabrera]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Garay]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hacia la medición de la distribución del liderazgo en escuelas efectivas y vulnerables en Chile]]></article-title>
<source><![CDATA[Perfiles Educativos]]></source>
<year>2019</year>
<volume>41</volume>
<numero>166</numero>
<issue>166</issue>
<page-range>141-59</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<collab>Ministerio de Educación</collab>
<source><![CDATA[Bases curriculares. Planes y programas de estudio. Formación diferenciada técnico profesional]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<collab>Ministerio de Educación</collab>
<source><![CDATA[Estrategia nacional de formación técnico-profesional.]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ozer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Perc]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dreams and realities of school tracking and vocational education]]></article-title>
<source><![CDATA[Palgrave Communications]]></source>
<year>2020</year>
<volume>6</volume>
<numero>34</numero>
<issue>34</issue>
<page-range>1-7</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Gallego]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ordóñez-Sierra]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Martínez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La dirección escolar: Liderazgo pedagógico y mejora escolar]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2020</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>275-92</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romero Alonso]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montt Fabres]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino Díaz]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Riquelme Plaza]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Gracia Romero]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluar la transferencia de la formación en liderazgo directivo: Un caso chileno]]></article-title>
<source><![CDATA[REDIE, Revista Electrónica de Investigación Educativa]]></source>
<year>2020</year>
<volume>22</volume>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[&#352;&#263;epanovi&#263;]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Martín Artiles]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dual training in Europe: a policy fad or a policy turn?]]></article-title>
<source><![CDATA[Transfer: European Review of Labour and Research]]></source>
<year>2020</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>15-26</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sepúlveda]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Valdebenito]]></surname>
<given-names><![CDATA[M. J]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación técnico profesional: ¿Hacia dónde vamos? Políticas, reformas y nuevos contextos de desarrollo]]></source>
<year>2019</year>
<publisher-name><![CDATA[Ediciones Universidad Alberto Hurtado]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sevilla]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Panorama de la educación técnica profesional en América Latina y el Caribe]]></source>
<year>2017</year>
<publisher-name><![CDATA[Naciones Unidas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sevilla]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Demandas y desafíos de la educación técnica profesional secundaria en América Latina]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sepúlveda]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Valdebenito]]></surname>
<given-names><![CDATA[M. J]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación técnico profesional: ¿Hacia dónde vamos? Políticas, reformas y nuevos contextos de desarrollo]]></source>
<year>2019</year>
<page-range>91-113</page-range><publisher-name><![CDATA[Ediciones Universidad Alberto Hurtado]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spillane]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectiva distribuida del liderazgo y la gestión escolar: Elementos e implicancias cruciales]]></article-title>
<source><![CDATA[Revista Eletrônica de Educação]]></source>
<year>2019</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>169-81</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thien]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distributive leadership functions, readiness for change, and teachers&#8217; affective commitment to change: A partial least squares analysis]]></article-title>
<source><![CDATA[SAGE Open]]></source>
<year>2019</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Bellei]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Allende]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring systematic long-term trajectories of school effectiveness improvement]]></article-title>
<source><![CDATA[School Effectiveness and School Improvement]]></source>
<year>2016</year>
<volume>27</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>473-91</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villa Sánchez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Liderazgo: Una clave para la innovación y el cambio educativo]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2019</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>301-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
