AVILES QUEZADA, Daniel; MENESES MAQUEDA, Guille Magaly    CACERES MESA, Maritza Librada. From student to principal: realities experienced in multigrade schools. []. , 17, 83, pp. 33-39.   10--2021. ISSN 1990-8644.

Running a school is a complex task that entails for the directive staff, the development of skills for school management, at least in the dimensions: organizational, pedagogical-didactic, community and administrative, so in the duty to be, who is appointed principal of a school must have extensive experience and a suitable professional profile for the development of this function, because in their hands is the responsibility of leading the work team to guarantee the right to education of girls, boys and adolescents, especially in the most disadvantaged and historically vulnerable contexts. However, the reality of teachers who are in "commissioned principals" is far from being "ideal" due to the way in which they perform this role, because they are generally recently incorporated into the educational system and because it occurs in places with adverse social and economic conditions. The methodology used corresponds to a qualitative approach inspired by hermeneutics, where the narrative was used as a strategy to analyze and interpret the experiences of a teacher commissioned as principal in a multigrade school, a technique complemented with the use of in-depth interviews; Based on the results, it is identified that it is necessary to promote policies and actions to strengthen the managerial profile of the commissioned teacher, since although the effort and performance made by this type of teacher-principals is enormous, adequate advice and support would improve The quality of education that is offered in these schools is considerable.

: School management; leadership; teaching; principals; multigrade; beginning teachers.

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