This article presents the process and results of an empirical, qualitative research, which seeks to identify and understand the origin and the factors involved in the implementation of school improvement processes. Starting with the proposal on Improving School Effectiveness and the Merton's ideas on ways to adapt to changes. Through an in-depth study of five Chilean schools have initiated change projects with different results, three improved and two remained stalled-, met the elements that characterized those first steps of the project. The results indicate that in centers existed improved internal pressure for change, the role of management leadership, commitment and involvement of teachers, a good working environment and clear support from external agents. While stalled centers were defined by their lack of commitment to the project by the community.
School change, school improvement, school effectiveness, school culture.
Sepúlveda, C. y Murillo, F.J. (2012). El Origen de los Procesos de Mejora de la Escuela. Un Estudio Cualitativo en 5 Escuelas Chilenas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10 (3), pp. 6-24.
http://www.rinace.net/reice/numeros/arts/vol10num3/art1.pdf. Cited (Date).