The role of educational leadership on participation in the Costa Rican National Program of Science and Technology Fairs at Escuela Abraham Lincoln in the coastal region

The purpose of this study was to identify the role that Costa Rican educational leaders play in implementing the National Program of Science and Technology Fairs (Programa Nacional de Ferias de Ciencia y Tecnologia [PRONAFECYT]) initiative. The study provides an examination of leadership practices, instructional strategies, and professional development practices at various primary school sites as a means to identify key components of the successful implementation of the PRONAFECYT initiative. This study applied three theoretical frameworks from academic literature to identify instructional and leadership practices in Costa Rican schools as they relate to the PRONAFECYT. Lee Bolman and Terrence Deal's framework guided leadership analysis; John Kotter's work provided a framework for change practices; and the work of Robert Capraro and his colleagues provided a lens to explore instructional practices.;Costa Rican school leaders, government officials, business partners, teachers, students, and parents were interviewed and surveyed for this study. The findings indicated that a cohesive vision that is communicated to all school-level stakeholders would lead to higher levels of participation in the PRONAFECYT by primary schools. Developing 21st-century skills in coordination with STEM and PBL also increases participation in the PRONAFECYT. This study benefits the Costa Rican Ministry of Public Education and the Ministry of Science, Technology, and Telecommunication as they create programs to develop 21st-century skills that focus on having the country compete in the global knowledge economy.