Training needs and school management and leadership challenges:

A Mexico City secondary school study

Abstract

This research aims to analyze the training needs faced by secondary school principals in Mexico City, with a focus on the areas of school management and leadership as the main research topics. This study is based on the diagnosis of the opinions and experiences of principals and teachers interviewed in educational centers. To conduct this analysis, an ethnographic methodology was used, employing a qualitative, descriptive, narrative, and participant observation approach. This methodology made it possible to document experiences of principals, teachers, and key informants, who collaborated in the study and contributed to understanding the reality and needs of each school context. The main findings reveal the need for professionalization and updating remains a concern for the teaching staff. Furthermore, it was found that management and leadership are oriented towards school improvement. However, a prevailing transactional leadership is observed in bureaucratic processes and the organizational culture of schools in the 21st century. It is concluded that despite the efforts of secondary school principals in Mexico City to enhance organization and educational performance, a substantial improvement in student performance is not observed. Additionally, although principals possess higher academic credentials and have improved the distribution of leadership, challenges persist in enhancing student performance due to a transactional approach that negatively impacts student motivation and identification with the school. It is recommended to revalue and professionalize the teaching profession.