REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

This paper is based on school effectiveness perspective, which analyzes the factors that, affect the performance of the teacher of secondary education, from the opinion of the school principals, in the state of Aguascalientes (Mexico). A mixed study was conducted, first a quantitative approach which identified high and low efficiency schools, through the development of linear hierarchical models; the qualitative approach consisted of conducting semi-structured interviews with principals of the selected schools. The results indicate that, based on the opinion of the school principals, within the internal factors it is the teaching commitment that marks differences between high and low efficiency schools, being characteristic of the teachers of the first type of school. Likewise, external factors such as resources and materials, work stability and the workload significantly affect the teacher's participation and commitment about the school goals and institutional projects and, consequently, the achievement of the students and the functioning of the schools. The results and conclusions are consistent with previous studies and this work a door to studies that allow deepening inside the classrooms of effective and non-effective schools, in such a way that it is possible to identify information that is more specific.