EXPERIENCIAS DE FORMACIÓN DE DIRECTORES DE ESCUELA PRIMARIA

ESTRADA LOYA, CRUZ ARGELIA (2018) EXPERIENCIAS DE FORMACIÓN DE DIRECTORES DE ESCUELA PRIMARIA. Doctorado thesis, Universidad Autónoma de Chihuahua.

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Resumen

The process of preparation and training of school principals in Mexico has been unclear during decades. There is not a model that guarantees academic preparation and specific training for the role of school principals. Any teacher with just teaching and instructional training has the possibility to be promoted and appointed as principal. As consequence, school principals are appointed ill-prepared for their job, and they learn to lead and manage a school once they are in the post many times by trail and error. This raises several questions about the way in which school principals learn to enact properly their role. The purpose of this study was to analyse the processes of leadership development that happen in the practise of headship. Multiple case study methodology was used through narrative approach for data analysis. The study was conducted with four school principals with different years of leadership practise and experiences in different contexts. The findings suggest that in learning to lead effectively a school there are four pivotal previous experiences: receptive observation, malleable observation, the exercise of leadership, and administrative knowledge. These experiences enable building their concept of a school leader and the development of some useful skills for their role. However, experiences in the practical exercise of their role are at the core of their leadership learning because they introduce challenges for new school principals that are solved with previous developed skills. This practical exercise helps to learn the functions of their role and develop needed skill This practical exercise helps to learn the functions of their role and develop needed skill to consolidate their professional leadership identity. Data analysis showed that although this leadership learning process has advantages when favors leadership learning based on practical needs it is also limited to specific experiences that randomly appear. It is a process that does not have a structure that enables reflection and improvement.

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