Novice Principals’ Instructional Management Practices in High Poverty, Low Performing Schools in Chile

The current study examines instructional management practices implemented by 13 novice public school principals in Chile. To ascertain participants’ reported practices, in-depth interviews were conducted at the end of year one and year two in the position. Findings show instructional management is a priority. They reported difficulties in materializing this priority due to lack of autonomy to hire needed staff, teachers’ sense of professional autonomy, as well as their own lack of experience. These findings suggest the need for induction programs to support novice principals’ fulfillment of this strategic priority and the support from the Municipal Department of Education.