¿Sistemas disfuncionales de evaluación directiva en Latinoamérica?: Brasil, Chile, Colombia, Costa Rica y México

School principals’ evaluation is at an early stage of development compared to teacher evaluation. This situation is more acute in Latin America. Therefore, this study seeks to compare the evaluation systems of school principals in five Latin American countries: Brazil, Chile, Colombia, Costa Rica and Mexico. Through a qualitative approach, analyzing official documents on principals’ evaluation in the respective countries, the need to advance in the formulation of an evaluation system that transcends standardization is observed. This requires changes in the criteria used for evaluating principals as well as in the feedback given on results, with a view to improvement. Currently, there is a tendency to evaluate general aspects of management and leadership, accountability with a logic of control and the use of hierarchical evaluation structures. This implies overcoming the bureaucratic nature of evaluation and moving towards a more formative oriented mode aimed at improvement, which favors an evaluation culture focused on principals’ professional learning.