Factors that obstruct teachers and principals of vulnerable schools from changing in the region of Araucania (Chile)

The dynamics of change and innovation irritate the educational system in general. Contextual variables exacerbate these tensions and demand that teachers for professional skills that enable them to make progress in their students' incomes. Moreover, it is necessary to have structures and processes that allow improvement and internal efficiency of the organization so that change and innovation respond, correctly, one to one process that reflects the peculiarities of the organization from a social and cultural dimension. The work proposed aims to identify factors that, in vulnerable contexts, obstruct change and innovation.