Jornada escolar completa: evaluación de impacto sobre liderazgo, gestión escolar y prácticas pedagógicas

The Full School Day (JEC), implemented by the Ministry of Education since 2015, aims to enhance secondary education by providing learning opportunities and promoting educational equity in schools. Methodology: A quasi-experimental design using Propensity Score Matching (PSM) was employed, with a sample of 246 schools (123 treatment and 123 control). The study assessed indicators related to leadership, school management and pedagogical practices. Results: The findings reveal positive impacts on the monitoring and follow-up of pedagogical practices and collaborative work. However, no effects were observed in other leadership and school management indicators. Additionally, improvements were primarily seen in the structure of classroom sessions, with no significant impact on other aspects of pedagogical practices. Discussion: Advances in leadership and school management do not translate into improvements in teaching processes, such as critical thinking, student engagement, and the quality of feedback.