Consequential validity of the teaching excellence certification program in Chile

Abstract

The goal of this qualitative study was to assess the consequences of the "Excellence in Teaching Program", open for teachers of both public and private-subsidized schools since 2002. We interviewed N = 60 school leaders from N = 30 schools; conducted N = 5 focus groups with 35 certified teachers; and interviewed 10 teachers who failed in their application. The main results show that accredited teachers have strengthened their professional self-esteem, and they welcome the monetary incentive; although the burocratic obstacles to receive it lower its value. Social recognition happens more from external sources than the local school community. This could also explain why AEP-certified teachers' best practices do not get disseminated within the local school community. Certified teachers are not seen as a human resource of value for the pedagogical management of the school. Within the conclusions we discuss some of the findings and make recommendations to further the intended program purposes.