This work seeks to determine whether the variables of the strategic improvement model built on the basis of the main postulates of both distributed leadership and systemic leadership with cultural relevance in school coexistence have a positive and inclusive influence on the learning outcome of students belonging to 15 technical-professional high schools in four regions of Chile. The results show that the variables that would positively impact student learning are strategic planning, resource management, and coexistence relations following their cultural environments. These results are consistent with the postulates of improving effectiveness as a planned process, not subject to improvisation or contextual variables. The text concludes by proposing a set of educational policies for secondary technical-professional education. © 2021 Interciencia Association. All rights reserved.
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