<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672022000100002</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i24.1117</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos y experiencias de administradores escolares novatos en el sureste de México]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges and Experiences of Novel School Administrators from Southeast México]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafios e experiências de administradores de escolas iniciantes no sudeste do México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisneros-Cohernour]]></surname>
<given-names><![CDATA[Edith J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio fue identificar los desafíos que enfrentan directores de educación primaria en los primeros años de su gestión y en qué medida consideran que su preparación previa los ayudó para enfrentarlos. El estudio fue descriptivo. Incluyó una encuesta que se aplicó a 127 directores de los estados de Yucatán, Campeche y Quintana Roo. Para la recolección de datos se utilizó el cuestionario desarrollado por Webber (2008). Los resultados indican que existen diferencias significativas entre los retos de los directores de los tres estados, aunque no existieron diferencias en relación con los siguientes desafíos: iniciar y dar continuidad a proyectos de mejora escolar, lidiar con personal académico y administrativo con bajo desempeño, mejorar las capacidades profesionales de los profesores, manejar conflictos, lograr un equilibrio entre su vida personal y familiar, aplicar la normatividad, lidiar con papeleo administrativo y tener acceso a las autoridades del sistema escolar. Asimismo, se encontró que la gran mayoría de los directores en los tres estados son hombres. Los directores perciben que su formación docente previa es valiosa para el ejercicio de su papel como directores, pero indicaron requerir formación en gestión escolar, normatividad, pedagogía, psicología, orientación, así como en tecnologías de información y comunicación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to identify the challenges faced by elementary school principals during the first years of their administration and the extent to which they consider that their previous preparation helped them to face them. The study was descriptive, a survey carried out with one hundred and twenty-seven principals from the states of Yucatán, Campeche, and Quintana Roo, Mexico. During data collection, the questionnaire developed by Webber (2008) was used. Findings indicate that there were significant differences between the challenges that the principals face in the three states, although there were no differences in relation to the following challenges: initiating and continuing school improvement projects, dealing with underperforming academic and administrative staff, improving the professional capacities of teachers, handling conflicts, achieving a balance between personal and family life, enforcing regulations, dealing with administrative paperwork and having access to the authorities of the school system. Likewise, most principals in the three states are men. The participants perceive that their previous teaching training is valuable for exercising their role as principals, but they indicated to require training in school management, regulations, pedagogy, psychology, guidance, as well as in information and communication technologies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi identificar os desafios enfrentados pelos dirigentes do ensino fundamental nos primeiros anos de sua gestão e em que medida consideram que a sua preparação anterior os ajudou a enfrentá-los. O estudo foi descritivo. Incluiu uma pesquisa aplicada a 127 diretores dos estados de Yucatán, Campeche e Quintana Roo. Para a coleta de dados, foi utilizado o questionário desenvolvido por Webber (2008). Os resultados indicam que existem diferenças significativas entre os desafios dos dirigentes dos três estados, embora não tenham ocorrido diferenças em relação aos seguintes desafios: iniciar e dar continuidade a projetos de melhoria escolar, lidar com pessoal acadêmico e administrativo de baixo desempenho, melhorar as capacidades profissionais de professores, lidar com conflitos, alcançar um equilíbrio entre a vida pessoal e familiar, fazer cumprir os regulamentos, lidar com a papelada administrativa e ter acesso às autoridades do sistema escolar. Da mesma forma, constatou-se que a grande maioria dos conselheiros nos três estados são homens. Os diretores percebem que sua formação docente anterior é valiosa para o exercício de sua função de diretores, mas indicaram que requerem formação em gestão escolar, regulamentação, pedagogia, psicologia, orientação, bem como em tecnologias de informação e comunicação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[administración de la educación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[educational administration]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[administração educacional]]></kwd>
<kwd lng="pt"><![CDATA[educação primária]]></kwd>
<kwd lng="pt"><![CDATA[liderança]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
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