District local educational administrators (sostenedores) in Chile play a central role in the context of the Demunicipalization Law (Law No. 21.040) which mandates the transfer of schools' management from the municipalities to new Local Public Education Services, seeking to change the way of doing and understanding education in Chile and emphasizing new logic of collaboration between schools and to improve knowledge of the territory where the schools are inserted. This study describes the self-perception of Chilean district local educational administrators regarding their management of the school coexistence, using self-report techniques, and considering the knowledge of schools and their territories, network management, and the recognition of achievement and change as major dimensions. Several relevant characteristics such as workday, size of work teams, and training received related to school coexistence were described as influence factors in the comparative results, showing significant statistical differences regarding the dimensions in management of the school coexistence already indicated. In this regard, the results show wide variability in the self-perceived development of their district management which points to the need to have educational administrators in the districts who arrange the proper time and staff as much as training related to school coexistence in order to achieve the changes required by the reform.Los sostenedores públicos chilenos desempeñan un rol central en el contexto de la Ley de Desmunicipalización (Ley No. 21.040), que mandata el traslado de los establecimientos educacionales desde los municipios a nuevos Servicios Locales de Educación Pública, buscando cambiar la forma de hacer y entender la educación en Chile. Este estudio caracteriza mediante autoreporte la gestión de la convivencia escolar a nivel de sostenedores en las dimensiones de conocimiento de las escuelas y su territorio, gestión de redes y el reconocimiento del logro y cambio. Además, se identifican características de los sostenedores que promueven el desarrollo de estas dimensiones. Los resultados muestran una amplia variabilidad de la gestión de la convivencia escolar entre los sostenedores nacionales. Al mismo tiempo, los resultados comparativos muestran diferencias significativas respecto a las horas de dedicación, tamaño de los equipos y capacitación en convivencia escolar. Lo anterior destaca la necesidad de contar con sostenedores que dispongan del tiempo y personal necesarios|, y que tengan formación especializada en convivencia escolar para lograr los cambios requeridos por la reforma.