Municipalities as agents of educational improvement: The case of the Municipal Education Administration Department of Cunco (Chile)
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Abstract
Objective: To analyze the actions of the Municipal Education Administration Department (DAEM) of Cunco in order to understand its contribution to school improvement. Method: A single-case study with a mixed-methods design was conducted, integrating document analysis, semi-structured interviews, and a questionnaire administered to members of the local educational community. The analysis combined qualitative coding, descriptive statistics, and narrative triangulation. Results and discussion: Findings show progress in pedagogical support and inclusion, alongside weaknesses in strategic planning, systematic use of information, and territorial participation. Political and cultural factors also emerge—management interference, communal culture, and limited technical autonomy—together with strengths such as team cohesion and professional experience within the DAEM. Conclusions: Strengthening the contribution of local educational governance requires enhancing professional autonomy, rebuilding trust, and developing stable collaborative structures oriented toward organizational learning and the sustained improvement of the local education system.
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