The Social Context of Rural Education in Mexico: A Barrier for the Academic Achievement of Tele-Secondary School Learners

Tele-secondary schools constitute an educational option for students in rural areas of Mexico. In these schools, one teacher covers all the areas of the curriculum with audio-visual materials delivered through satellite TV programs. Thus, these schools have contextual, structural and pedagogical characteristics different from other types of secondary schools. The TALIS 2013 report indicates that tele-secondary teachers hold higher qualifications (postgraduate studies) in comparison to teachers in other secondary school types. They also exhibit more frequent participation in professional development programs. Despite these qualifications, the PISA 2012 and EXCALE 2015 results indicate that their learners’ mathematics and Spanish achievement scores are below the national average.

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.