Teacher professional development and school leadership in Mexican Elementary schools

Abstract

This paper presents a quantitative study aimed to inquire into professional conditions of school leaders and teachers in Mexico. Based on questionnaires for teachers and school principals, this study focused on teacher professional development and school leadership, considering indicators as teacher training, induction and mentoring, teacher appraisal, and school climate. Teachers and principals from 106 public elementary schools participated. Results highlight the need of attention at guidelines and policies indicated for Mexican educational system.