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Publication
Práticas de liderança do(a) diretor(a) de escolas públicas da Zona Centro de Portugal
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Advisor(s)
Abstract(s)
De entre os diversos patamares da administração e da organização escolar, o campo da gestão e da liderança destacou-se como um dos mais dilemáticos e controversos no atual contexto das políticas educativas, justamente por representar o espaço onde se disputam e entrecruzam, por um lado, os valores da cidadania e da participação democrática, e, por outro lado, os valores da gestão e da eficácia técnica.
Esta investigação teve como principal objetivo caracterizar e identificar as práticas de liderança utilizadas pelos/as Diretores/as das Escolas Públicas da Zona Centro de Portugal, segundo o modelo desenvolvido por Kouzes e Posner. No enquadramento teórico do nosso estudo efetuou-se uma revisão da problemática das lideranças, com ênfase nas organizações escolares, assim como a liderança na perspetiva da Avaliação Externa das Escolas. Aprofundou-se também a análise da liderança no contexto normativo educacional Português, através do estudo da legislação existente desde 1974 (período após a Revolução de Abril, em Portugal).
A análise dos dados recolhidos demonstrou que a prática de liderança mais utilizada pelos/as Diretores/as das Escolas Públicas da Zona Centro de Portugal foi “Permitir que os outros ajam”. Por outro lado, a prática que apresentou valores mais baixos foi “Inspirar uma visão conjunta”. Para todas as variáveis (género, tipo de estabelecimento, experiência no cargo, idade, formação especializada), a prática de liderança com valores mais elevados foi “Permitir que os outros ajam”, exceto nas categorias “Escola Não Agrupada” e “Escolas que não foram alvo de Avaliação Externa”. Nestas duas últimas categorias, “Encorajar a vontade” foi a prática que apresentou as médias mais elevadas.
Verificaram-se diferenças significativas na prática de liderança “Mostrar o caminho”, no que ao género feminino diz respeito.
Os/AS Diretores/as do nosso estudo entendem a escola de hoje como tendo, primordialmente, uma função social e que a sua missão é fomentar a colaboração através da criação de um clima positivo dentro das organizações que lideram. Relativamente ao impacto da Avaliação Externa das Escolas na sua atuação enquanto líderes de topo das Unidades Orgânicas, a dimensão que foi entendida como mais significativa para eles na sua prática de liderança foi “Desafiar o processo”.
Among the various levels of administration and school organization, the field of management and leadership stood out as one of the most dilemmatic and controversial in the current context of educational policies precisely because it represents the space where, on the one hand, values of citizenship and democratic participation and, on the other hand, values of management and technical effectiveness compete and intersect themselves. The main objective of this research was to characterize and identify the leadership practices used by the Directors of the Public Schools of the Central Zone of Portugal according to the model developed by Kouzes and Posner. In the theoretical framework of our study it was carried out a review of the leadership problem, with emphasis on school organizations, as well as leadership in the perspective of the External Evaluation of Schools. It was also carried out an exhaustive analysis of leadership in the Portuguese educational normative context through the study of the legislation since 1974 (period after the April Revolution in Portugal). The analysis of the collected data showed that the leadership practice most used by the Directors of the Public Schools of the Central Zone of Portugal was "Allow others to act". On the other hand, the practice "Inspiring a joint vision" presented the lowest values. For all variables (gender, type of establishment, experience in the position, age, specialized training), the leadership practice with higher values was "Allow others to act", except in the categories "Non-grouped School" and "Schools that were not subjected to an External Evaluation". The practice presenting the highest averages in the latter two categories was "Encouraging the will". Significant differences were observed in the leadership practice "Show the way" in what refers to the feminine gender. The Directors of our study believe that today's school has primarily a social function and that their mission is to foment collaboration by creating a positive environment within the organizations they lead. Regarding the impact of the External Evaluation of Schools in their performance as top leaders of the Organic Units, the dimension that was recognized as most significant to them in their leadership practice was "Challenging the process".
Among the various levels of administration and school organization, the field of management and leadership stood out as one of the most dilemmatic and controversial in the current context of educational policies precisely because it represents the space where, on the one hand, values of citizenship and democratic participation and, on the other hand, values of management and technical effectiveness compete and intersect themselves. The main objective of this research was to characterize and identify the leadership practices used by the Directors of the Public Schools of the Central Zone of Portugal according to the model developed by Kouzes and Posner. In the theoretical framework of our study it was carried out a review of the leadership problem, with emphasis on school organizations, as well as leadership in the perspective of the External Evaluation of Schools. It was also carried out an exhaustive analysis of leadership in the Portuguese educational normative context through the study of the legislation since 1974 (period after the April Revolution in Portugal). The analysis of the collected data showed that the leadership practice most used by the Directors of the Public Schools of the Central Zone of Portugal was "Allow others to act". On the other hand, the practice "Inspiring a joint vision" presented the lowest values. For all variables (gender, type of establishment, experience in the position, age, specialized training), the leadership practice with higher values was "Allow others to act", except in the categories "Non-grouped School" and "Schools that were not subjected to an External Evaluation". The practice presenting the highest averages in the latter two categories was "Encouraging the will". Significant differences were observed in the leadership practice "Show the way" in what refers to the feminine gender. The Directors of our study believe that today's school has primarily a social function and that their mission is to foment collaboration by creating a positive environment within the organizations they lead. Regarding the impact of the External Evaluation of Schools in their performance as top leaders of the Organic Units, the dimension that was recognized as most significant to them in their leadership practice was "Challenging the process".
Description
Keywords
Práticas de liderança Liderança Diretores Organização escolar Estabelecimentos de ensino público Avaliação externa de escolas Região Centro Portugal Directors Leadership practices External evaluation Kouzes e Posner
Pedagogical Context
Citation
Matos, Bela Elisabete Ferreira Correia de - Práticas de liderança do(a) diretor(a) de escolas públicas da Zona Centro de Portugal [Em linha]. [S.l.]: [s.n.], 2017. 427 p.