DESAFÍOS PARA FORMACIÓN EN GESTIÓN DE UN DIRECTOR DE SECUNDARIA EN EL CONTEXTO DEL PLAN ESTRATÉGICO DE TRANSFORMACIÓN ESCOLAR.

Abstract

This is a work of descriptive research in which the survey was the research technique, and the questionnaire was the instrument applied. The instrument was taken from an international-scale research called, “ISPP, International Study of Principal Preparation,” which started by the year 2006 and was led by the University of Calgary in Canada. In this research, the information about the first three years of management of the principals who are responsible for the educational institutions was gathered. The information is arranged in three sections: firstly, the preparation of principals; secondly, the principals’ management practices; and thirdly, the open questions about the principals’ educational experiences. The study population comprised a sample of twenty principals. The main results drawn by the study of principals of basic secondary education are as follows: 4. A lack of preparation by the principals before taking office. 5. The Plan Estratégico de Trasformación Escolar (PETE), (the Strategic Plan of School Transformation, PETE, for its acronyms in Spanish). It is only a protocol and is only useful for rendering a report to the Secretary of Public Education (SEP, for its acronyms in Spanish). 6. The principals spend most of their time at school handling out office and administrative work, and solving any trouble concerning teachers and parents. In regard of the non-institutional factors obstaculizing the principals’ management, it stands out that: 4. Most principals do not select the teachers. 5. The principals do not take any placement exam before taking office. 6. The National Union of Educational Workers, (SNTE, for its acronyms in Spanish), points out the principals for the secondary schools.