Socioeducational Observations in Management Competences of The “Felipe Carrillo Puerto” Primary School for Project Management with the Teaching Staff, in the Preparation of the School Program for Continuos Improvement in the School Technical Council

This paper focuses on the management skills required for project management in the context of the Continuous School Improvement Program (PEMC) at the Felipe Carrillo Puerto school, with the teaching staff in the School Technical Council. The main objective is to analyze these management skills through the development of the School Improvement Plan, aimed at optimizing school management. To carry out the research, theoretical information was collected from various prominent authors in the educational field, such as Fullan (2014), Encomenderos (2017), Tobón (2008), Loera (2003), Zolkoski (2025), who provided key elements to identify the competencies and skills of the school principal. Using a qualitative approach and a phenomenological methodology, the competencies that the primary education director applies in school management were explored, in order to promote and facilitate the fulfillment of the educational objectives of the Improvement Plan. Observations made during the School Technical Council (CTE) were complemented with individual interviews with teachers and the principal, thus allowing a detailed compilation of the skills and competencies put into practice. The results indicate that an effective educational leader is one who not only guides but also inspires and promotes a collaborative environment between teaching and administrative staff. School management stands out as a fundamental element, since it requires the ability to organize resources, time and activities to achieve the established educational objectives, prioritizing academic growth, that of the pupils and the teaching team.