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A transformação digital, enquanto fenómeno estrutural da contemporaneidade, tem vindo a reconfigurar profundamente os sistemas sociais, económicos e educativos, impondo novas exigências ao nível da capacitação digital das instituições de ensino e formação. Neste contexto, a emergência de tecnologias digitais e a intensificação da hiperconectividade têm contribuído para a redefinição das práticas organizacionais e dos modelos de liderança, conduzindo ao desenvolvimento de novas formas de atuação mediadas pela tecnologia.
Entre estas, destaca-se a e-liderança, entendida como um processo de influência exercido em ambientes digitais, que assume particular relevância em organizações educativas caraterizadas pela complexidade, pela dispersão geográfica e pela necessidade de adaptação contínua à mudança.
O presente estudo tem como objetivo analisar as práticas do e-líder no uso estratégico das tecnologias, enquanto fator potenciador da inovação e da transformação digital nos Centros de Formação de Associação de Escolas (CFAE), no quadro do Plano de Transição Digital e da Estratégia Digital Nacional. Partindo de um enquadramento teórico que articula os conceitos de transformação digital, formação contínua de professores, liderança e e-liderança, a investigação procura compreender de que forma estas práticas contribuem para a modernização das dinâmicas organizacionais e para a melhoria dos processos formativos.
Do ponto de vista metodológico, o estudo adota uma abordagem mista, combinando técnicas qualitativas e quantitativas. Numa primeira fase, foram realizadas entrevistas semiestruturadas a diferentes atores do sistema educativo. A análise de conteúdo destas entrevistas permitiu sustentar a construção de um questionário, posteriormente aplicado a uma amostra de 74 formadores, formandos e diretores de agrupamentos de escolas e escolas não agrupadas. A investigação integrou ainda uma análise documental das plataformas digitais dos 91 CFAE, permitindo confrontar as perceções recolhidas com evidências públicas observáveis.
A triangulação das três fontes permitiu identificar um perfil de e-liderança multidimensional, no qual a competência digital, embora necessária, não se revela suficiente. O e-líder emerge como um agente estratégico, pedagógico, mobilizador, comunicador, mediador e adaptativo, capaz de articular pessoas, tecnologias e processos em torno de objetivos de mudança. Entre as práticas identificadas destacam-se o diagnóstico de necessidades e competências, o planeamento e alinhamento de prioridades, a capacitação, a colaboração através de redes e processos de mentoria, a experimentação de soluções inovadoras e a utilização de dados e feedback para apoiar a avaliação e o ajustamento das práticas.
Os resultados do questionário reforçam esta leitura, evidenciando níveis elevados de mobilização das equipas para a integração digital (97%), adoção de práticas éticas (92%), existência de uma visão clara (86%) e promoção de uma cultura de inovação (85%). No plano tecnológico e formativo, destacam-se a utilização de videoconferência (99%), a capacitação digital alinhada com o Plano de Transição Digital (99%), a utilização estruturada de sistemas de gestão da aprendizagem (88%) e de ferramentas colaborativas (89%). Em contrapartida, os resultados revelam níveis menos consolidados na definição de metas claras (78%), na análise de dados (75%), no estabelecimento de parcerias sustentadas (67%) e na utilização de recursos inovadores (67%).
A análise documental dos 91 CFAE confirma a existência de uma presença digital significativa, mas revela diferenças entre dimensões de desenvolvimento. Foram identificados 66 CFAE com Moodle, 86 com oferta regular de formação digital e 84 com sinais de cultura digital. A divulgação das ações apresenta-se como uma das dimensões mais consolidadas, com uma média de 3,4 numa escala de 0 a 4. Em sentido inverso, verificam-se fragilidades na acessibilidade digital e, sobretudo, nos mecanismos publicamente observáveis de melhoria contínua: o feedback digital apresenta uma média de 0,15 e a publicação de relatórios ou resultados uma média de 0,82. Estes dados devem, contudo, ser interpretados com prudência, uma vez que a ausência de evidência nas plataformas não permite concluir pela inexistência dessas práticas no funcionamento interno dos CFAE.
Da integração dos resultados emerge, assim, um padrão de maturidade digital assimétrica: os CFAE apresentam maior consolidação nas dimensões operacional, comunicacional e relacional do que nas dimensões analítica, avaliativa e sistémica. A transformação digital revela-se mais avançada na utilização das tecnologias para comunicar, colaborar, formar e apoiar as escolas do que na transformação sistemática dos dados e da informação digital em conhecimento organizacional para sustentar a decisão, a avaliação e a melhoria.
Conclui-se que a transformação digital nos CFAE constitui um processo em desenvolvimento, condicionado por fatores tecnológicos, humanos e organizacionais, entre os quais se destacam a resistência à mudança, as diferenças de competência digital, a integração de sistemas e a necessidade de conciliar inovação, segurança, privacidade, ética e sustentabilidade. Neste contexto, a e-liderança não se reduz ao domínio ou à utilização da tecnologia. Afirma-se como uma prática humana, relacional e organizacional, tecnologicamente mediada, através da qual o e-líder articula visão estratégica, liderança pedagógica, capacitação, colaboração, inovação e utilização responsável dos dados. Os CFAE assumem, deste modo, um papel relevante enquanto estruturas intermédias de mediação entre as políticas educativas, o desenvolvimento profissional docente e os processos de inovação e transformação digital das escolas.
O estudo contribui para o aprofundamento do conhecimento sobre a e-liderança em contexto educativo e propõe um referencial exploratório para a compreensão das suas dimensões e dos diferentes níveis de desenvolvimento digital dos CFAE, suscetível de apoiar processos futuros de autoavaliação, investigação e melhoria organizacional.
Digital transformation, as a structural feature of contemporary society, has profoundly reshaped social, economic and educational systems, creating new demands for the development of digital capacity within education and training institutions. In this context, the emergence of digital technologies and increasing hyperconnectivity have contributed to the redefinition of organisational practices and leadership models, giving rise to new forms of technology-mediated leadership. Among these, e-leadership has become particularly relevant. Understood as a process of influence enacted through digitally mediated environments, it is especially significant within educational organisations characterised by complexity, geographical dispersion and the need to adapt continuously to change. This study aims to analyse e-leadership practices in the strategic use of technologies as a means of fostering innovation and digital transformation in School Association Training Centres (CFAE), within the framework of the Digital Transition Plan and the National Digital Strategy. Drawing on a theoretical framework that brings together digital transformation, continuing professional development for teachers, leadership and e-leadership, the research examines how these practices contribute to the modernisation of organisational dynamics and the improvement of training processes. Methodologically, the study adopts a mixed-methods approach combining qualitative and quantitative techniques. In the first stage, semi-structured interviews were conducted with different stakeholders within the education system. Content analysis of the interviews informed the development of a questionnaire, which was subsequently administered to a sample of 74 trainers, trainees and heads of school clusters and non-clustered schools. The research also included a documentary analysis of the digital platforms of all 91 CFAE, enabling the perceptions gathered through the other methods to be considered alongside publicly observable evidence. The triangulation of these three sources identified a multidimensional e-leadership profile in which digital competence, although necessary, is not sufficient. The e-leader emerges as a strategic, pedagogical, mobilising, communicative, mediating and adaptive agent, capable of bringing together people, technologies and processes around shared objectives for change. The practices identified include diagnosing needs and competences, planning and aligning priorities, capacity-building, collaboration through networks and mentoring processes, experimentation with innovative solutions, and the use of data and feedback to support evaluation and the adjustment of practices. The questionnaire findings reinforce this interpretation, revealing high levels of team mobilisation towards digital integration (97%), the adoption of ethical practices (92%), the existence of a clear vision (86%) and the promotion of a culture of innovation (85%). In terms of technology and professional development, the findings highlight the use of videoconferencing (99%), digital capacity-building aligned with the Digital Transition Plan (99%), the structured use of learning management systems (88%) and collaborative tools (89%). By contrast, lower levels of consolidation were found in the definition of clear targets (78%), data analysis (75%), the establishment of sustainable partnerships (67%) and the use of innovative resources (67%). The documentary analysis of the 91 CFAE confirms a significant digital presence, while also revealing differences across dimensions of development. Moodle was identified in 66 CFAE, regular provision of digital training in 86, and evidence of digital culture in 84. The dissemination of training activities emerged as one of the most consolidated dimensions, with a mean score of 3.4 on a scale from 0 to 4. Conversely, weaknesses were identified in digital accessibility and, particularly, in publicly observable mechanisms for continuous improvement: digital feedback recorded a mean score of 0.15, while the publication of reports or results recorded a mean of 0.82. These findings should nevertheless be interpreted with caution, as the absence of publicly available evidence on digital platforms cannot be taken to indicate the absence of such practices within the internal operation of the CFAE. Taken together, the findings reveal a pattern of asymmetric digital maturity: the CFAE display greater consolidation in operational, communicative and relational dimensions than in analytical, evaluative and systemic ones. Digital transformation appears to be more advanced in the use of technologies for communication, collaboration, professional development and support for schools than in the systematic transformation of digital data and information into organisational knowledge capable of informing decision-making, evaluation and continuous improvement. The study concludes that digital transformation within the CFAE remains an ongoing process, shaped by technological, human and organisational factors, including resistance to change, differences in digital competence, systems integration, and the need to balance innovation with security, privacy, ethics and the sustainability of change. In this context, e-leadership cannot be reduced to technological proficiency or technology use. Rather, it emerges as a human, relational and organisational practice mediated by technology, through which the e-leader integrates strategic vision, pedagogical leadership, capacity-building, collaboration, innovation and the responsible use of data. The CFAE therefore play a significant role as intermediary structures connecting education policy, teachers’ continuing professional development, and processes of innovation and digital transformation within schools. This study contributes to a deeper understanding of e-leadership in educational contexts and proposes an exploratory framework for understanding its dimensions and the different levels of digital development across the CFAE, with the potential to inform future processes of self-evaluation, research and organisational improvement.
Digital transformation, as a structural feature of contemporary society, has profoundly reshaped social, economic and educational systems, creating new demands for the development of digital capacity within education and training institutions. In this context, the emergence of digital technologies and increasing hyperconnectivity have contributed to the redefinition of organisational practices and leadership models, giving rise to new forms of technology-mediated leadership. Among these, e-leadership has become particularly relevant. Understood as a process of influence enacted through digitally mediated environments, it is especially significant within educational organisations characterised by complexity, geographical dispersion and the need to adapt continuously to change. This study aims to analyse e-leadership practices in the strategic use of technologies as a means of fostering innovation and digital transformation in School Association Training Centres (CFAE), within the framework of the Digital Transition Plan and the National Digital Strategy. Drawing on a theoretical framework that brings together digital transformation, continuing professional development for teachers, leadership and e-leadership, the research examines how these practices contribute to the modernisation of organisational dynamics and the improvement of training processes. Methodologically, the study adopts a mixed-methods approach combining qualitative and quantitative techniques. In the first stage, semi-structured interviews were conducted with different stakeholders within the education system. Content analysis of the interviews informed the development of a questionnaire, which was subsequently administered to a sample of 74 trainers, trainees and heads of school clusters and non-clustered schools. The research also included a documentary analysis of the digital platforms of all 91 CFAE, enabling the perceptions gathered through the other methods to be considered alongside publicly observable evidence. The triangulation of these three sources identified a multidimensional e-leadership profile in which digital competence, although necessary, is not sufficient. The e-leader emerges as a strategic, pedagogical, mobilising, communicative, mediating and adaptive agent, capable of bringing together people, technologies and processes around shared objectives for change. The practices identified include diagnosing needs and competences, planning and aligning priorities, capacity-building, collaboration through networks and mentoring processes, experimentation with innovative solutions, and the use of data and feedback to support evaluation and the adjustment of practices. The questionnaire findings reinforce this interpretation, revealing high levels of team mobilisation towards digital integration (97%), the adoption of ethical practices (92%), the existence of a clear vision (86%) and the promotion of a culture of innovation (85%). In terms of technology and professional development, the findings highlight the use of videoconferencing (99%), digital capacity-building aligned with the Digital Transition Plan (99%), the structured use of learning management systems (88%) and collaborative tools (89%). By contrast, lower levels of consolidation were found in the definition of clear targets (78%), data analysis (75%), the establishment of sustainable partnerships (67%) and the use of innovative resources (67%). The documentary analysis of the 91 CFAE confirms a significant digital presence, while also revealing differences across dimensions of development. Moodle was identified in 66 CFAE, regular provision of digital training in 86, and evidence of digital culture in 84. The dissemination of training activities emerged as one of the most consolidated dimensions, with a mean score of 3.4 on a scale from 0 to 4. Conversely, weaknesses were identified in digital accessibility and, particularly, in publicly observable mechanisms for continuous improvement: digital feedback recorded a mean score of 0.15, while the publication of reports or results recorded a mean of 0.82. These findings should nevertheless be interpreted with caution, as the absence of publicly available evidence on digital platforms cannot be taken to indicate the absence of such practices within the internal operation of the CFAE. Taken together, the findings reveal a pattern of asymmetric digital maturity: the CFAE display greater consolidation in operational, communicative and relational dimensions than in analytical, evaluative and systemic ones. Digital transformation appears to be more advanced in the use of technologies for communication, collaboration, professional development and support for schools than in the systematic transformation of digital data and information into organisational knowledge capable of informing decision-making, evaluation and continuous improvement. The study concludes that digital transformation within the CFAE remains an ongoing process, shaped by technological, human and organisational factors, including resistance to change, differences in digital competence, systems integration, and the need to balance innovation with security, privacy, ethics and the sustainability of change. In this context, e-leadership cannot be reduced to technological proficiency or technology use. Rather, it emerges as a human, relational and organisational practice mediated by technology, through which the e-leader integrates strategic vision, pedagogical leadership, capacity-building, collaboration, innovation and the responsible use of data. The CFAE therefore play a significant role as intermediary structures connecting education policy, teachers’ continuing professional development, and processes of innovation and digital transformation within schools. This study contributes to a deeper understanding of e-leadership in educational contexts and proposes an exploratory framework for understanding its dimensions and the different levels of digital development across the CFAE, with the potential to inform future processes of self-evaluation, research and organisational improvement.
Descrição
Tese de Mestrado em Administração e Gestão Educacional, apresentada à Universidade Aberta
Palavras-chave
Formação de professores Centros de Formação de Associação de Escolas Regime Jurídico da Formação Contínua de Professores Inovação educativa Transformação digital E-liderança Liderança educacional Continuing Professional Development for Teachers School Association Training Centres Legal framework for continuing teacher training Educational innovation Digital transformation E-leadership Educational leadership