THE ROLE OF EDUCATIONAL LEADERSHIP ON PARTICIPATION IN THE NATIONAL PROGRAM OF SCIENCE AND TECHNOLOGY FAIRS OF COSTA RICA

The 21st century has ushered in an era of globalization that has significantly influenced economy and education in many nations. Recognizing the effects of globalization on education and the economy has caused many nations to reexamine their education system and resulted in a positive perceived value of education. Costa Rica has blossomed under the effects of globalization. To compete in a 21st-century knowledge-based economy, the Ministry of Education (MEP) requires all Costa Rican schools to participate in the National Program of Science and Technology Fair (PRONAFECYT). However, not all schools are participating successfully.

This study examined:
(a) the roles and leadership practices of school directors in Costa Rica in implementing the PRONAFECYT initiative,
(b) teacher practices at successful schools as measured by participation in the PRONAFECYT, preparation by site and system leaders to equip students with 21st-century skills necessary to participate in the PRONAFECYT, and
(c) the influence of participation in the PRONAFECYT on instructional practice.

The research team visited 18 schools and administered surveys, interviews, and observations with school leaders, teachers, students, parents, political leaders, government officials, and higher education personnel. This case study focused on one school.

Findings suggested that:
(a) school leaders play a significant role in implementing the PRONAFECYT at the school site level,
(b) the target school participates in the PRONAFECYT because teachers focus on the purpose of the PRONAFECYT and include parents in the initiative,
(c) Costa Rica does not have a specified budget for the PRONAFECYT nor does the MEP offer adequate training to teachers and school directors regarding how to implement the PRONAFECYT, and
(d) PRONAFECYT projects are done in the classroom and 21st-century survival skills are prevalent in instruction.

The study emphasizes the need for Costa Rica to create a department within the MEP only for the PRONAFECYT initiative and to achieve regularity and cohesiveness within these government agencies when training teachers and school leaders regarding implementation of the PRONAFECYT initiative.