Abstract
This paper analyzes the historical-political context that has given meaning to School Principalship and Leadership in the Educational system from the State of Jalisco in Mexico, within four periods, from the 1930s to the educational reform of 2013 and analyzes the narratives Principalship and Leadership of Elementary Schools Principals in Altos Norte and Guadalajara City. The research results provide a relational methodological option for the analysis of leadership and School Principalship, revealing how political, historical and social occurrences and process, directly impact on the professional understanding of Principalship, and how leadership training programs are related to political projects that do not derogate the way of understanding Principalship by decree. The relational strategy combines a documentary analysis of academic, journalistic and lawful texts on School Leadership for Mexican Elementary Schools, contrasting it with the testimonies from School Principals in Jalisco.
Keywords: Elementary school principalship, Educational Leadership, School Principalship, Relational Leadership, Education Mexican System.