This paper presents a quantitative study aimed to inquire into professional conditions of
school leaders and teachers in Mexico. Based on questionnaires for teachers and school principals, this
study focused on teacher professional development and school leadership, considering indicators as
teacher training, induction and mentoring, teacher appraisal, and school climate. Teachers and principals
from 106 public elementary schools participated. Results highlight the need of attention at guidelines
and policies indicated for Mexican educational system.