The teacher professional development and the school leadership in Basic Education 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 the teacher professional development and the school leadership, considering indicators as teacher training, induction and mentoring, teacher appraisal, and school climate. 842 teachers and 106 school principals from public elementary schools in Colima participated in this study. The results of this study coincide in relevant aspects with those of the TALIS 2013 results, reinforcing the need of attending the guidelines and policies indicated to the Mexican Educational System.
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