Subjective theories by educational directors on factors that define the effectiveness of educational improvement plans in SEP-law

Abstract

The aim of this qualitative study was to determine the subjective theories related to factors that define the effectiveness of Educational Improvement Plans - SEP law from the perspective of educational directors, and then to contrast these factors with SIMCE measurements. Ten semi-structured interviews were carried out and Improvement Plans developed by schools were reviewed. The data analysis was performed using the Atlas-ti software, based on the three coding processes according to the criteria of Grounded Theory. The results revealed the existence of five types of factors related to the effectiveness: focused primarily on curricular aspects of structuring and organization, personal factors, school life and professional factors, that are based on the existence of sufficient and appropriate resources. Regarding these factors link to SIMCE results, were observed slight differences between the studied facilities.