Middle-tier leadership and its contribution to educational justice: challenges and lessons from the implementation of a new public education system in Chile

Abstract

This article systematizes evidence-based concepts about "what is" "middle-tier leadership" in public educational systems, aiming to contribute to a deeper understanding of a growing field of research. It explores characteristics that make it effective, particularly its contribution to social justice.This critical reflection considers research advances and international experiences, paying special attention to the Chilean case. Reform is being implemented in Chile that could serve as a model for other educational systems seeking to evolve from a traditional and neoliberal approach to a more inclusive and democratic one. The article presents challenges, lessons, and recommendations for strengthening this leadership in education systems and transforming it into a driving force for educational justice.