The purpose of this study was to analyze the perceptions of the educational leadership practices of principals and teachers from schools belonging to the Fundación Magisterio de La Araucanía. A non-experimental design was used, with a quantitative, descriptive-correlational, and cross-sectional approach. A validated questionnaire on effective practices of Pedagogical Leadership in School Management, adapted to the Chilean context by Casas et al. (2014), was applied. The sample consisted of 51 principals and 160 teachers, totaling 211 participants. The results revealed a notable alignment between the perceptions of principals and teachers regarding educational leadership, with statistically significant differences between the current and desired status. In conclusion, this study underscores the importance of aligning leadership perceptions between principals and teachers to enhance educational leadership and make it a more attractive area of professional development for future generations of teachers. These findings have important implications for the training and professional development of school principals, highlighting the need for clear and professional criteria in the selection of educational leaders.