Innovar desde la escuela: Condiciones culturales que impulsan el desarrollo profesional docente en el sistema público chileno

Ximena Silva Alvarado

doi:10.38123/rre.v6i1.568

Authors

Ximena Silva Alvarado Universidad Diego Portales https://orcid.org/0009-0005-7522-0141

DOI:

https://doi.org/10.38123/rre.v6i1.568

Keywords:

teacher professional development, school culture, instructional leadership, teacher collaboration, educational innovation

Abstract

This article examines how school-level cultural conditions—specifically instructional leadership, professional collaboration, and resource management—affect teachers’ participation in formal professional development (PD) activities in Chilean public schools. Drawing on secondary data from the 2018 OECD TALIS survey and using multivariate logistic regression analysis, the study identifies key organizational factors influencing PD participation. Findings show that collaborative cultures and instructional leadership significantly increase the likelihood of teacher engagement in PD, while resource scarcity has no statistically significant effect. These insights suggest that educational innovation is not solely driven by external tools or technologies, but also by reshaping internal school cultures. Promoting collaborative environments and pedagogical leadership represents a sustainable and scalable pathway for advancing professional learning and educational transformation from within the school system.

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Author Biography

Ximena Silva Alvarado, Universidad Diego Portales

Psychologist and sociologist from the Pontificia Universidad Católica de Chile, and holds a Master’s degree in Methods for Social Research from Universidad Diego Portales. Her work has focused on educational research, institutional analysis and management, and the study of teachers’ professional development in the Chilean public education system.

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