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Scholar Leadership and Educational Achivement in Basic Education Principal in Mexico. a Comparative Study in Four Educational Contexts.
Studies framed in educational Sociology made in different educational contexts around the world have proven the existing relation between de leadership style of the school principals and the academic results of the students. Here are presented the results of a research made in 32 schools in the state of Tabasco, Mexico, in which work was done with the same number of school principals. The sampling was stratified by quotas, according to the four educational modalities that are implemented for primary schools in Mexico: general primary schools, located in urban, suburban and rural regions; primary schools with private funding; indigenous primary schools and CONAFE schools located in high marginalization areas. The research sought to find answers to the following enquiries: what is the existing relation between the leadership of basic education principals and academic achievement? Are there differentiated characteristics in the skills and the leadership styles of basic education principals whose students have obtained protruding, regular or insufficient academic achievements? What is the influence that different contexts in the leadership styles of the principals has? What is the existing relation among the educational climate, academic achievements and the principal’s leadership? By means of a quantitative methodology, the results of the research aim at the direct influence that leadership skills of the principals have on the academic results of the students, which in itself influences on the school’s organizational climate and how this relationship is kept among the four educational contexts that were studied.