This article presents the results of a qualitative study that identifies five tensions experienced by the teaching directors in the implementation of the Institutional Improvement Route (RMI) in official schools of preschool, basic and secondary education in the department of Santander, Colombia. The methodology is qualitative with a social phenomenological approach. A focus group made up of 15 teaching directors was formed, who, in ten virtual work sessions, identified the following five main tensions: First, between the difficulty of balancing administrative processes and pedagogical ones; second, between managerial and pedagogical discourse; third, between the general guidelines derived from regulations and school autonomy; fourth, between the central level objectives in educational matters and the particularities of school institutions; finally, between technical guidelines and insti...

This article presents the results of a qualitative study that identifies five tensions experienced by the teaching directors in the implementation of the Institutional Improvement Route (RMI) in official schools of preschool, basic and secondary education in the department of Santander, Colombia. The methodology is qualitative with a social phenomenological approach. A focus group made up of 15 teaching directors was formed, who, in ten virtual work sessions, identified the following five main tensions: First, between the difficulty of balancing administrative processes and pedagogical ones; second, between managerial and pedagogical discourse; third, between the general guidelines derived from regulations and school autonomy; fourth, between the central level objectives in educational matters and the particularities of school institutions; finally, between technical guidelines and insti...