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Quais são os limites de ação das lideranças intermédias no que se refere ao cargo de coordenador de escola?: estudo de caso sobre capacidade e autonomia do coordenador de estabelecimento
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Advisor(s)
Abstract(s)
O Estudo seguinte pretende identificar os limites de autonomia de um professor com o
cargo de coordenador de estabelecimento ou escola. Na necessidade deste estudo esteve
a diversidade que se encontra no mundo educativo, escolas, onde cada escola,
pertencente a um agrupamento ou não, reflete um clima e culturas diferentes que
afetarão a ação do professor com esse cargo de liderança intermédia.
Ainda se pretende com o estudo, compreender a relação do professor coordenador com
cargo de Diretor.
O estudo desenvolveu-se, através de entrevistas semiestruturadas aos coordenadores de
escola, onde os dados aferidos foram analisados e de forma qualitativa se elaborou o
estudo de caso.
Viemos a denotar que na realidade todos os coordenadores de escola têm a consciência
da sua função enquanto uma liderança intermédia, mas que as suas ações se encontram
limitadas às orientações e diretivas emanadas pelo Diretor. Também se apurou que,
como referido acima, cada escola terá o seu clima, e cada coordenador sente a sua
autonomia de forma diferente, nos resultados vimos coordenadores que refletirão
alguma autonomia, outros relataram que não teriam nenhuma.
No caso da entrevista à Diretora do agrupamento, esta referiu que na realidade as
diretivas principais seriam emanadas por ela, mas que pretende que os coordenadores de
escola tenham alguma autonomia de decisão.
De uma forma geral, os resultados deste estudo enquadram-se com a literatura existente
neste âmbito, destacando-se que a individualidade presente no ser humano permitirá que
a perceção e operacionalização deste conceito de liderança intermédia seja, ou possa ser
diferenciado por ação própria e não apenas por orientações emanadas superiormente
pelo Ministério da Educação e pelas Delegações Regionais de Estabelecimentos.
The following study aims to identify the limits of autonomy of a teacher with the position of establishment or school coordinator. The need for this study was the diversity found in the educational world, schools, where each school, belonging to a grouping or not, reflects a different climate and cultures that will affect the action of the teacher with this position of middle leadership. This study also aims to understand the relationship between the coordinating teacher and the position of Director. The study was developed through semi-structured interviews with the school coordinators, where the data obtained was analysed and the case study was elaborated in a qualitative manner. We found that, in reality, all school coordinators are aware of their function as intermediate leadership, but that their actions are limited to the guidelines and directives issued by the Director. It was also found that, as mentioned above, each school has its own climate, and each coordinator feels their autonomy differently. In the case of the interview with the grouping's Director, she mentioned that in reality, the main directives would be issued by her, but that she wants school coordinators to have some decision-making autonomy. In general, the results of this study are in line with the existing literature in this area, highlighting that the individuality present in human beings will allow the perception and operationalization of this concept of middle leadership to be, or can be, differentiated by own action and not only by guidelines issued by the Ministry of Education and the Regional Education Offices.
The following study aims to identify the limits of autonomy of a teacher with the position of establishment or school coordinator. The need for this study was the diversity found in the educational world, schools, where each school, belonging to a grouping or not, reflects a different climate and cultures that will affect the action of the teacher with this position of middle leadership. This study also aims to understand the relationship between the coordinating teacher and the position of Director. The study was developed through semi-structured interviews with the school coordinators, where the data obtained was analysed and the case study was elaborated in a qualitative manner. We found that, in reality, all school coordinators are aware of their function as intermediate leadership, but that their actions are limited to the guidelines and directives issued by the Director. It was also found that, as mentioned above, each school has its own climate, and each coordinator feels their autonomy differently. In the case of the interview with the grouping's Director, she mentioned that in reality, the main directives would be issued by her, but that she wants school coordinators to have some decision-making autonomy. In general, the results of this study are in line with the existing literature in this area, highlighting that the individuality present in human beings will allow the perception and operationalization of this concept of middle leadership to be, or can be, differentiated by own action and not only by guidelines issued by the Ministry of Education and the Regional Education Offices.
Description
Keywords
Liderança Estilos de liderança Coordenador de escola Organização escolar Autonomia Estudo de casos Leadership Leadership styles Organization School coordinator Autonomy
Citation
Oliveira, Eugénio Miguel Rosas de - Quais são os limites de ação das lideranças intermédias no que se refere ao cargo de coordenador de escola? [Em linha]: estudo de caso sobre capacidade e autonomia do coordenador de estabelecimento. [S.l.]: [s.n.], 2023. 73 p.