Challenges and Experiences of Novel School Administrators from Southeast México
Abstract
The purpose of this study was to identify the challenges faced by elementary school principals during the first years of their administration and the extent to which they consider that their previous preparation helped them to face them. The study was descriptive, a survey carried out with one hundred and twenty-seven principals from the states of Yucatán, Campeche, and Quintana Roo, Mexico. During data collection, the questionnaire developed by Webber (2008) was used. Findings indicate that there were significant differences between the challenges that the principals face in the three states, although there were no differences about to with concerning the following challenges: initiating and continuing school improvement projects, dealing with underperforming academic and administrative staff, improving the professional capacities of teachers, handling conflicts, achieving a balance between personal and family life, enforcing regulations, dealing with administrative paperwork and having access to the authorities of the school system. Likewise, most principals in the three states are men. The participants perceive that their previous teaching training is valuable for exercising their role as principals, but they indicated to require training in school management, regulations, pedagogy, psychology, guidance, as well as in information and communication technologies.
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