Middle leadership: Competency structures in school department heads in Chile

Abstract

Despite the growing interest in middle leadership and its impact on improving educational institutions, empirical evidence regarding professional competencies of this role remains limited. Therefore, this study aims to evaluate the competency structure characterising the Department Head position in primary and secondary schools in Chile. An assessment instrument was developed, considering international standards for that position. This instrument was tested in 15 primary and secondary educational institutions. Data from 200 people (teachers, department heads, and principals) was used to analyse the reliability of the scoring scale and the competency structure. Five models were compared: two confirmatory factor analysis (CFA) models, with one and four factors, respectively; one exploratory structural equation modelling (ESEM) model with four factors; and two bifactor analysis models, one based on CFA and the other on ESEM. After comparing the five models, the results establish an empirical competency structure, wherein there is a general factor called Middle Leadership and other specific competencies related to the department head's practices. The significance of these results lies in having an instrument built with international leadership standards, enhancing empirical research at a broader level. Furthermore, it can provide a framework for the design of public policies for that position.