Schools Principals and Educational Reforms in México

Abstract

The article is organized in four parts: in first, the context of reform in Mexico is described in a general way; in a second section the most important postulates of the practical theoretical movement of the Improvement of the School Effectiveness are synthesized; in third are results of an empirical study of a qualitative approach with marginalized primary principals of the state of Zacatecas, Mexico in which the dilemma that faces the principals before the educational transformation is demonstrated. Finally, a section of conclusions and reflections that aspire to feddback the macro programs of reform of the school, as well as of the same educational policy.