School Leadership Management as a Catalyst for Educational Change in the Dominican Republic: Challenges and Perspectives

Abstract

This study analyzed the impact of educational policies on reducing social inequality in rural areas of the Dominican Republic. It sought to understand how rural education contributes to the social and economic development of these communities, drawing on Human Capital Theory (Becker) and Critical Pedagogy (Freire), which view education as a tool for empowerment and breaking cycles of poverty. A mixed-methods research approach was employed, combining quantitative data analysis from the Ministry of Education (MINERD) on academic access and achievement with qualitative interviews with principals, teachers, students, and parents in the Cibao and Southern regions. The findings revealed that the Extended School Day (ESD) has improved retention and access to nutrition. However, technological gaps persist, and teacher training remains insufficient, limiting educational quality. They also suggest that, despite progress, the lack of a comprehensive and sustained policy prevents a substantial reduction in inequality. The conclusion is that rural education is a powerful tool for social development in the Dominican Republic, but its potential is limited by structural deficiencies. To achieve true equity, greater strategic investment, specialized teacher training, and effective decentralization that strengthens local communities are crucial