This work is a partial report of the analysis of management and leadership practices of new principals in public elementary schools in Mexico. We identified the principal problems, practices and results through accounts of principals in their first and third years. This article presents the evolution of the problems and practices and takes a close look at a problem of major relevance: relationships with school personnel. In the face of this personnel issue, principals used three practices in their first year: dialogue/information/negotiation, laissez-faire, and exercise of authority. They were displayed as isolated actions in the first year and were combined with other actions in their third year. The principals were focused in just one direction that was centered on social relations. They tended to exercise leadership oriented toward social rather than educational effectiveness.
López-Gorosave, G., Slater, C. y García-Garduño J.M. (2010). Prácticas de Dirección y Liderazgo en las Escuelas Primarias Públicas De México. Los Primeros Años en el Puesto. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8(4), pp. 32-49.
http://www.rinace.net/reice/numeros/arts/vol8num4/art2.pdf. Cited (Date).
