Leading teaching professional development: perspectives of a group of chilean principals

School leadership is recognized as one of the main keys to increasing student learning. Pedagogical leadership proposes that school leaders act, preferably in the management of the curricular plan of educational centers and in the promotion of teaching capabilities, through the implementation of systematic practices. The qualitative, exploratory and descriptive study seeks to know the interpretations of directors of secondary schools in the Metropolitan Region of Santiago de Chile, about their role in teacher professional development. Their comprehensive and interpretive frameworks are explored in relation to leading the professional development of teachers by exercising the role of trainer of trainers. Interviews and discussion groups were carried out in which directors participated. The results were analyzed using inductive categories defined from the objectives of the study. The participants almost unanimously agreed with the study's approaches and expressed the need for greater preparation and support to perform the aforementioned role.