Problems and Experiences of School Principals in Southern Mexico

• In Event: Enhancing Leadership Development in the International Community

Abstract

Objectives
This paper presents the findings of a survey examining the preparation needs of novice administrators in the states of Yucatán and Campeche in the Southeast of Mexico. A survey was used to find out what aspects of their work they found most problematic and the extent to which they were prepared for their position. The survey used was prepared as part of The International Study of Principal Preparation (ISPP).

Theoretical Framework
The study adds to the literature on leadership preparation. This is an important area of research, as evident in the studies of Leithwood, Harris, & Hopkins (2008), who reported relatively large effects of school leadership. The director is a key person in the integration between school effectiveness and school improvement, the capacity to put in place the idea of school improvement toward greater efficiency (Murillo, Barrio and Pérez Albó, 1999; Muñoz-Repiso, Murillo, Barrio, et al., 2000). Even though some research has been conducted on educational research in Mexico, there is a limited number of studies and most of them took place at the central or north regions of the country (Ruiz Cuéllar, 1999; Loera, Hernández, and García, 2006).

Methods
The questionnaire and was developed by English speaking members of the ISPP team based on the results of previous qualitative studies conducted in Australia, Canada, England, Jamaica, Mexico, Scotland, South Africa, Tanzania, Turkey, and the United States. Members of the Mexican ISPP team translated the survey into Spanish.

Data Sources
A sample of 91 principals completed the survey about problems that they faced and preparation for the position. They were in their first three years at the elementary school level. Forty-six were from Yucatan, and 45 were from Campeche

Results and Conclusions
Findings indicated that principals believe their prior teacher preparation experience made them feel prepared for their job. This was useful for acquiring some knowledge on the problems and challenges of the position. In general, principals indicated a high level of satisfaction with their job.
The most common challenges faced by the principals were in three areas:
(a) School: Initiating school improvement, sustaining improvement initiatives
(b) Staff: dealing with poorly performing and poorly prepared staff, enhancing staff capacity, lack of interest of teachers to participate in professional development activities
(c) System: applying system regulations, dealing with excessive paperwork and bureaucratic procedures that get in the way of the director’s responsibilities.

Scholarly Significance
The challenges faced by the principals were similar in both the state of Yucatan and the state of Campeche. The first problem faced by principals in this study has also been identified by Hobson, et al. (2003) in England. The second problem, working with teachers, has been frequently cited in other areas of Mexico. The third challenge of paper work has been reported in Mexico by Slater, Boone, Alvarez, et al. (2005). Future studies in Mexico could examine with more detail how the amount of bureaucratic paperwork and the lack of decision making power for principals affect their work in a highly politicized environment.

Authors

• Edith J. Cisneros-Cohernour, Autonomous University of Yucatan

• Charles L. Slater, California State University - Long Beach

• Angel M. Aguilar-Riveroll, Universidad Autonoma de Yucatan