Institutional management, teacher and parental involvement in public schools in Mexico.

Authors

  • Carlos Acevedo Facultad Latinoamericana de Ciencias Sociales (FLACSO)
  • Giovanna Valenti Universidad Autónoma Metropolitana UAM-Xochimilco
  • Eduardo Aguiñaga Instituto Nacional para la Evaluación Educativa, INEE

DOI:

https://doi.org/10.31619/caledu.n46.3

Keywords:

institutional management, socioeconomic and cultural status, student academic performance, teacher involvement, parental involvement

Abstract

This research focuses on the effects of teacher and parental involvement and institutional management on student academic performance. This work was based on information from the databases of the National Assessment of Academic Achievement in School Centers (ENLACE 2012 exam) and the questionnaire CONTEXT 2012 applied to fourth and sixth graders in Mexican public schools, controlling for socioeconomic and cultural variables. The analysis finds that both teacher and parent involvement produce a positive influence on student academic performance, with teacher involvement as the most important school influence. On the other hand, none of the institutional management variables is significant. Upon exploring whether institutional management and parental interest affect student achievement through increasing teacher involvement, it was observed that while greater parental interest raises teacher involvement, only those individual benefits granted to the teachers have this effect. This study concludes with a reflection on the non-significance of the remaining institutional management variables that, according to the literature are central to school improvement.

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Published

2017-11-02

Issue

No. 46 (2017): Revista Calidad en la Educación

Section

ARTICLES

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