Teaching and Leading are Not the Same: Transitioning into Principal Leadership in Mexican Primary Schools

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Abstract/Contents

Abstract: This paper examines the challenges faced by Mexican primary school principals during their transition from teachers to school leaders. Using Hallinger and Murphy’s (1985) theory on instructional leadership and Cuban’s (1988) theory on the managerial nature of school leadership, this study addresses the most challenging aspects of a principal’s job and identifies areas where education authorities can provide better support. Findings reveal a lack of institutional backing: principals express dissatisfaction with the limited training they receive and the absence of ongoing guidance. Recommendations to enhance institutional support during principals’ transition include implementing practical training programs, fostering peer support, establishing mentorship relationships, and providing clearer instructions for technical tasks. Efforts should be made to strike a balance between effective management, shared purpose, and cultivating an equitable and inclusive environment. Education policies should address the challenges faced by principals to ensure their success in leading schools and improving student outcomes.

Author	Argüelles Sacristán, Ximena

Subject	Primary school principals
Subject	Navigating bureaucracy
Subject	Institutional support
Subject	Leadership training
Subject	Management
Subject	Mexico
Subject	Stanford Graduate School of Education International Education Policy Analysis
Genre	Text

DOI	https://doi.org/10.25740/rg897kv8671
Location	https://purl.stanford.edu/rg897kv8671

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Argüelles Sacristán, X. (2023). Teaching and Leading are Not the Same: Transitioning into Principal Leadership in Mexican Primary Schools. Stanford Digital Repository. Available at https://purl.stanford.edu/rg897kv8671. https://doi.org/10.25740/rg897kv8671.

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