Educational challenges of rural high school teachers in Tamaulipas-Mexico

Abstract

Rural teachers face a number of educational challenges, compared to their urban counterparts. The objective of this work was to analyze the educational challenges of teachers in rural high school schools, identifying the pedagogical challenges and educational policies involved in teaching to generate educational strategies that favor rural education. The methodology was quantitative, with a non-experimental design of a descriptive transectional type. The sample used to select the educational establishments was selective, not random, and to choose the participants it was convenience sampling, obtaining 50 rural teachers belonging to the Colegio de Bachilleres del Estado de Tamaulipas-Mexico. The data collection instrument was a 29-item Likert-type scale questionnaire. The results show that high school institutions in rural areas have few computers, with insufficient programs for learning; little technological access, low quality internet, limited coverage, affecting the teacher to implement strategies that involve technological means; The infrastructure conditions are poor, representing educational challenges that teachers face and that directly affect students. Concluding that the teacher must be innovative and look for alternatives to achieve the development of abilities, skills and knowledge.