The purpose of this research was to characterize the administrative teams of municipal elementary schools and understand how they are formed, organized, and function to develop pedagogical leadership practices that support the teaching profession. Drawing from a theoretical perspective that delves into the relationship between pedagogical leadership and distributed leadership, the analytical categories that guided the study were generated. This research has implications for educational policies aimed at strengthening school leadership in Chile, which still shows little sensitivity to the indirect and structural aspects that influence the empowerment of administrative teams and the deployment of distributed capacity for pedagogical leadership.
