Interviews to recover the perspectives of Telesecundaria teachers in Chihuahua: a qualitative study
DOI:
https://doi.org/10.62697/rmiie.v5i4.453Keywords:
Telesecundaria, rural teaching, interview, teacher retention, teacher educationAbstract
This study analyzes the perspectives of telesecundaria teachers working in peripheral areas of Chihuahua, Mexico, in order to identify factors related to professional retention and problems that occur in everyday teaching. A qualitative, descriptive, and interpretive design was used. Twenty semi-structured interviews were conducted in 2024 with teachers who had professional experience in rural and peri-urban contexts. The information was organized through thematic coding, and percentages of mentions were used as descriptive support for the identified trends. Results showed that enjoyment of teaching, family support, satisfaction derived from observing student learning, and job stability favor professional continuity. On the other hand, limited teaching resources, poverty, insufficient family involvement, learning gaps, and tasks unrelated to classroom instruction were identified as difficulties affecting teachers' work. Therefore, retention in telesecundaria is related to personal, organizational, and territorial factors, making it necessary to strengthen continuous professional development, school leadership support, and school-family relations.
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