The Role of School Supervisors in the Implementation of Academic Regulations Aimed at Supporting Secondary School Trajectories

This article explores the perspective of school supervisors regarding the academic regulations that emerged in the context of the pandemic to support and sustain secondary school trajectories. Specifically, it examines research findings related to the interpretations and translations made by a group of supervisors regarding these regulations and the conditions that, from their viewpoint, hinder their reception and adoption by school principals and teachers in secondary schools. The empirical data were collected through semi-structured interviews conducted with eight supervisors working in different educational regions of the Province of Chaco, Argentina. These interviews took place between March and June 2021, during the period of social distancing and mandatory preventive measures (DISPO). The study highlights that within the educational bureaucracy, secondary school supervisors play a pivotal role. They engage in the translation of academic regulations and assess ways of working with school leadership teams to guide them in their interpretation of these regulations and in the communication they could facilitate to their schools and teachers.