<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832025000100208</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v10.e14355</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El liderazgo para el cuidado como generador de confianza en el profesorado chileno]]></article-title>
<article-title xml:lang="pt"><![CDATA[Liderança pelo cuidado como geradora de confiança em professores chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Leadership for Care as a trust builder among Chilean teaching profession]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrasco]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruz]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832025000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832025000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832025000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El liderazgo para el cuidado se refiere a un conjunto de prácticas que promueven el bienestar integral (emocional, social y académico) dentro de la comunidad escolar. En este contexto, este artículo busca reconocer en qué medida los docentes perciben y valoran prácticas (o acciones) de cuidado y confianza por parte de sus directores/as. Se utilizó un enfoque cuantitativo, mediante la aplicación de un cuestionario a 333 docentes de la Región Metropolitana de Chile. Los resultados indican que los docentes valoran positivamente la competencia e integridad de sus directores/as escolares, sin embargo, las dimensiones de estima y respeto, aunque valoradas positivamente, muestran espacios más descendidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Liderança atenciosa refere-se a um conjunto de práticas que promovem o bem-estar integral (emocional, social e acadêmico) na comunidade escolar. Nesse contexto, este artigo busca reconhecer até que ponto os professores percebem y valorizam práticas (ou ações) de cuidado e confiança por parte de seus dirigentes. Foi utilizada uma abordagem quantitativa, aplicando um questionário a 333 professores da Região Metropolitana do Chile. Os resultados indicam que os professores valorizam positivamente a competência e a integridade dos seus diretores escolares, no entanto as dimensões de estima e respeito, embora valorizadas positivamente, apresentam pontuações mais baixas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Leadership for care refers to a set of practices that promote comprehensive well-being (emotional, social and academic) within the school community. In this context, this article seeks to recognize the extent to which teachers perceive and value practices (or actions) of care and trust on the part of their principals. A quantitative approach was used, by applying a questionnaire to 333 teachers from the Metropolitan Region of Chile. The results indicate that teachers positively value the competence and integrity of their school principals; however, the dimensions of esteem and respect, although positively valued, show lower scores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[confianza]]></kwd>
<kwd lng="es"><![CDATA[cuidado]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[directores.]]></kwd>
<kwd lng="pt"><![CDATA[liderança]]></kwd>
<kwd lng="pt"><![CDATA[confiança]]></kwd>
<kwd lng="pt"><![CDATA[cuidado]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[diretores.]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[trust]]></kwd>
<kwd lng="en"><![CDATA[care]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[principals.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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