The aim of this study is to analize teacher preparation processes associated to the capacity to develop research, pedagogical innovation, leadership spaces and internal communication, and the relationship between school and family in Chilean educational establishments. The sample was made up by 108 nursery, priman/ and secondary school teachers from public, semi public and private schools in Chile. This is a quantitative cross-sectional study with a non experimental correlational research design. To collect the data the survey technique was used and a hierarchical cluster analysis was later applied. The results show that the surveyed teachers do not regard research as part of their teaching practices. Even though the majority of teachers admit to conduct innovations, these are perceived to be isolated instances, which are not linked to management leadership. The findings also indicate that teachers exert leadership at pedagogical and management levels. Internal communication is also highly valued by teachers, however, the relationship between school and family is weak. At continuing education level, teachers consider that training instances do not promote personal development.

Educational Research; Educational innovation; Communication; Leadership; Teacher education; Chile