What differences are there, according to teachers’ opinions, in school leadership practices between male principals (MPs) and female principals (FPs) in urban primary schools in Chile? A national survey has been done to address this topic, which was answered by the principal and five teachers in 381 urban primary schools. Following Leithwood’s school leadership four-category model, 14 practices were considered and measured. Data were analysed by statistical procedures, including the decision tree technique, chi-squared automatic interaction detection (CHAID). Findings showed that in 9 out of 14 practices, FPs have a significantly more favourable evaluation from teachers. Data confirmed that, when compared to other personal traits of principals or school features, gender is the strongest independent variable related with leadership practices. Nonetheless, this advantage occurs in an overall scenario in which both FPs and MPs engage unevenly with the leadership practices across the dimensions of the model. This study does not aim to explain the female advantage, but to show the shape of leadership differences by gender regarding theoretically relevant practices. Nevertheless, its data allow ruling out some possible hypotheses for interpreting those differences. The article suggests that further research is needed to theoretically explain the reasons behind differences in leadership practice by FPs and MPs.

根据教师的意见，智利城市小学的男校长和女校长在学校领导实践上有什么区别？为了解决这个问题，已经进行了一次全国性调查，381个城市小学的校长和五名教师对此进行了回答。遵循Leithwood的学校领导四类模型，考虑并衡量了14种实践。通过统计程序分析数据，包括决策树技术，卡方自动交互检测（CHAID）。调查结果表明，在14种实践中的9种中，FP受到老师的评价要好得多。数据证实，与校长或学校特征的其他个人特征相比，性别是与领导行为相关的最强自变量。但是，这种优势发生在整个场景中，在这种场景中，FP和MP均在模型的各个维度上均与领导实践有不均。这项研究的目的不是解释女性的优势，而是显示在理论上相关的实践中，不同性别领导能力的差异。但是，其数据可以排除一些可能的假设，以解释这些差异。这篇文章建议需要进一步的研究来从理论上解释FP和MP领导实践差异背后的原因。但要显示在理论上相关的实践中，不同性别的领导者差异的形状。但是，其数据可以排除一些可能的假设，以解释这些差异。这篇文章建议需要进一步的研究来从理论上解释FP和MP领导实践差异背后的原因。但要显示在理论上相关的实践中，不同性别的领导者差异的形状。但是，其数据可以排除一些可能的假设，以解释这些差异。这篇文章建议需要进一步的研究来从理论上解释FP和MP领导实践差异背后的原因。