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dc.contributor.authorElizondo-Garcia, Josemaria
dc.contributor.authorGomez-Zermeño, Marcela
dc.contributor.authorAleman, Lorena
dc.contributor.editorOlkun, Sinan
dc.date.accessioned2019-05-14T20:18:47Z
dc.date.available2019-05-14T20:18:47Z
dc.date.issued2019-04-28
dc.identifier.issn1305-3515
dc.identifier.urihttp://hdl.handle.net/11285/632991
dc.description.abstractThis 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.es_MX
dc.language.isoenges_MX
dc.publisherFinal International Universityes_MX
dc.relation266632-CONACYT-SENER-S0019201401es_MX
dc.rightsOpen Accesses_MX
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.titleTeacher professional development and school leadership in Mexican Elementary schoolses_MX
dc.typeArtículo / Articlees_MX
dc.identifier.journalElementary Education Onlinees_MX
dc.subject.keywordTeacher developmentes_MX
dc.subject.keywordschool leadershipes_MX
dc.subject.keywordprincipal managementes_MX
dc.identifier.volume18es_MX
dc.identifier.issue2es_MX
dc.identifier.startpage903es_MX
dc.identifier.endpage915es_MX
dc.contributor.affiliationTecnologico de Monterreyes_MX
dc.subject.disciplineCiencias Sociales / Social Sciencesyes_MX
dc.subject.countryTurquía / Turkeyes_MX


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