The Theory Underlying the Certification of Teaching Excellence Programme in Chile

Abstract

The goal of this qualitative study was to develop a model that demonstrates how a certification of teaching excellence programme intends to produce its desired effects. This so-alled 'programme theory' reflects the opinions of N = 11 programme designers representing four stakeholder groups, whose perceptions were captured using semi-structured interviews. The results reveal that the programme designers can articulate a general model listing intended outcomes, but the model lacks substantial detail regarding the question of how the specific programme components are linked and arrive at the intended outcomes. In the educational system as a whole, the programme is expected to increase teacher salaries based on individual performance, retain good teachers in the classroom and foster peer mentoring and collaboration. At the level of individual schools, certified teachers are expected to encourage their peers to participate in the programme. Lastly, at the level of individual teachers, certified teachers are supposed to benefit from social recognition and heightened professional self-esteem.