Most teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher’s leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between “not very good” to “very bad” internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future.

No abstract

Este trabajo evalúa la influencia de las variables de sexo, edad y apoyo familiar, tanto en la percepción que tienen los estudiantes del tiempo en que reciben apoyo en sus tareas escolares, como de los familiares que los ayudan en las mismas, en función de las estrategias autorregulatorias. Participaron 226 estudiantes del primer grado de una secundaria pública. Se usó una modificación del Cuestionario de Autorregulación de Flores Macías y Cerino Soberanis (2000), con cuatro componentes que miden: Estrategias de apoyo, Estrategias meta-cognitivas, Estrategias cognitivas y Motivación. Es una investigación aplicada, con un diseño Pretest-Postest de series de tiempo. Los resultados muestran que hubo un decremento en la motivación de las mujeres comparadas con los hombres. En las Estrategias de apoyo, los estudiantes de 12 años tuvieron ventaja sobre las demás edades, asimismo, hay una mejoría en las Estrategias cognitivas cuando el padre participa y cuando el apoyo son dos horas.

<p><em>The current research aimed to submit a proposal for an intervention based on behavior modification training in academic self-regulation program for elementary school students in order to improve their academic performance. The program was developed through a quantitative methodology in which data were collected through field observations, interval rate records, permanent products and the application of the Self-Regulation Assessment in School Activities Questionnaire (Flores &amp;</em><em> </em><em>Cerino, 2000); 22 sixth-grade students participated, divided into two groups (experimental/control) from an urban private elementary school in Merida, Yucatan, Mexico. Within the experimental group, work was focused on three children with disorder Attention Deficit (ADD) and disorder attention deficit with hyperactivity (ADHD) through behavior modification to ensure greater control over their learning process. The results show the effectiveness of the intervention in the students, since it is possible to increase self-regulation in the academic field. From the improvements found in academic performance, it can be concluded that the knowledge of students about their own ability in problem solving and supporting actions that impact on their tasks</em><em>’</em><em> outcomes, are aspects that make a difference have an effect on the academic performance which is reflected in the scorings.</em></p>

No abstract