The Social Context of Rural Education in Mexico: A Barrier for the Academic Achievement of Tele-Secondary School Learners
The TALIS survey provides an overall picture of the working conditions of teachers and the learning environment in schools in regards to school leadership, teacher development, teacher appraisal and feedback, and teaching practices, beliefs and attitudes. In order to gain a deeper understanding of the impact of these variables on learners’ achievement, we conducted a qualitative study in four tele-secondary schools located in the southeast of Mexico with funding from the National Institute of Educational Evaluation (INEE; grant number 0277083_201601). Based on the theoretical framework of school effectiveness research (Murillo, 2007), the study explored the factors that influence learners’ educational achievement from the perspective of teachers, parents and principals. The data were collected through focus groups and in-depth interviews. The schools were selected from a larger quantitative study that examined variables associated to educational achievement such as family, student and school management. The qualitative data revealed that negative climate, little family’s involvement, students’ low expectation, inadequate facilities, lack of leadership, and the social context severely hinder learners’ academic achievement.