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Lideranças intermédias na escola: perceção dos coordenadores sobre o exercício das suas funções: estudo de caso
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Abstract(s)
Este trabalho de investigação decorreu no Agrupamento de Escolas Josefa de Óbidos,
em Óbidos, com o intuito de dar a conhecer como é que os líderes intermédios
(coordenadores de departamento e outros) do Agrupamento de Escolas Josefa de Óbidos
percecionam as suas funções. Tentámos recolher e analisar as práticas de liderança dos
coordenadores de departamento e de outros coordenadores no exercício do seu cargo;
interpretar o que dizem sobre as suas funções e sobre as dificuldades que dizem sentir no
exercício das suas práticas de coordenação e relacionar as práticas de liderança intermédia
com a visão sobre a escola e a sua qualidade e a relação com a comunidade.
Esta investigação, de natureza qualitativa, baseou-se em entrevistas semiestruturadas
realizadas a dez coordenadores – sete coordenadores de Departamento, um coordenador de
Estabelecimento, um coordenador dos Cursos Profissionais e um coordenador de Projetos.
O trabalho permitiu-nos concluir que existe alguma colaboração nas práticas desenvolvidas
no agrupamento embora esta colaboração não seja sistemática mas sim pontual, residual. No
que respeita à comunicação no seio desta instituição, também não é consensual a sua eficácia.
A inovação/mudança que deveriam caracterizar as escolas/agrupamentos atuais não é por
todos pretendida. Existem consciências instaladas, como um dos elementos da populaçãoalvo mencionou, que colocam algum entrave a este processo. Os coordenadores
experimentam constrangimentos de funcionamento relativos a tarefas burocráticas e
tomadas de decisão no âmbito da avaliação de desempenho docente, no exercício das suas
funções.
Na dúvida ou hesitação, os coordenadores não se coíbem de pedir esclarecimentos e
recorrer à liderança de topo – o diretor – a quem reconhecem poder decisório da instituição.
Sobressai a vontade de desempenharem um bom papel enquanto líderes embora, na prática,
se revelem simples transmissores de informação. Portanto, urge refletir, de forma profunda,
sobre a função de coordenador enquanto liderança intermédia e o perfil que o deve
caracterizar.
O tema das lideranças de topo e intermédias, com a inerente complexidade que o
caracteriza, tem vindo a ser estudado, surgindo diversas teorias. Passámos da incidência nas
lideranças de topo para a valorização de lideranças distribuídas, ou seja, para a existência de
lideranças intermédias, partilhadas, num contexto de trabalho colaborativo, com o envolvimento de múltiplos intervenientes. As mudanças na gestão das organizações, sempre
suscetíveis de controvérsia e de momentos de conflito, não sendo consensuais, deverão ser
desenvolvidas por pessoas com espírito de liderança, seguras de si e dos objetivos que
pretendem ver atingidos, capazes de influenciar os seus seguidores.
Esta investigação permitiu-nos concluir que no agrupamento ainda há um caminho a
percorrer no sentido de sensibilizar e motivar toda a comunidade educativa. Muito há ainda
a fazer no Agrupamento de Escolas Josefa de Óbidos para que o mesmo seja reconhecido
como uma comunidade de aprendizagem profissional em perfeita simbiose com o seu
território educativo. Mas este já é considerado uma instituição educativa com um bom
desempenho. Estabelecidos os alicerces, há que seguir o percurso no bom caminho.
This research work took place at the Agrupamento de Escolas Josefa de Óbidos, in Óbidos, with the aim of making known how the intermediate leaders (department coordinators and others) of the Agrupamento de Escolas Josefa de Óbidos perceive their functions. We tried to collect and analyze the leadership practices of department coordinators and other coordinators in the exercise of their position; interpret what they say about their roles and about the difficulties they say they feel in the exercise of their coordination practices and relate intermediate leadership practices with the vision of the school and its quality and the relationship with the community. This investigation, of a qualitative nature, was based on semi-structured interviews carried out with ten coordinators – seven Department coordinators, an Establishment coordinator, a Professional Course coordinator and a Project coordinator. This work allowed us to conclude that there is some collaboration in the practices developed in the cluster, although this collaboration is not systematic but punctual, residual. With regard to communication within this institution, there is also no consensus on its effectiveness. The innovation/change that should characterize current schools/clusters is not wanted by everyone. There are established consciences, as one of the elements of the target population mentioned, which put some obstacle to this process. Coordinators experience operating constraints related to bureaucratic tasks and decision-making within the scope of the evaluation of teaching performance, in the exercise of their functions. In case of doubt or hesitation, the coordinators do not shy away from asking for clarification and resorting to the top leadership – the director – to whom they recognize the institution's decision-making power. The will to play a good role as leaders stands out, although, in practice, they are mere transmitters of information. Therefore, it is urgent to reflect, in a profound way, on the role of coordinator as an intermediate leader and the profile that should characterize it. The topic of top and middle leaders, with the inherent complexity that characterizes it, has been studied, and several theories have emerged. We have moved from focusing on top leaders to valuing distributed leaderships, that is, to the existence of intermediate, shared leaderships, in a context of collaborative work, with the involvement of multiple stakeholders. Changes in the management of organizations, always susceptible to controversy and moments of conflict, not being consensual, should be developed by people with a spirit of leadership, confident of themselves and of the objectives they want to see achieved, capable of influencing their followers. This investigation allowed us to conclude that in the grouping there is still a way to go in order to raise awareness and motivate the entire educational community. There is still a lot to be done in the Josefa de Óbidos School Group so that it is recognized as a professional learning community in perfect symbiosis with its educational territory. But this is already considered an educational institution with good performance. Once the foundations have been established, it is necessary to follow the path in the right way.
This research work took place at the Agrupamento de Escolas Josefa de Óbidos, in Óbidos, with the aim of making known how the intermediate leaders (department coordinators and others) of the Agrupamento de Escolas Josefa de Óbidos perceive their functions. We tried to collect and analyze the leadership practices of department coordinators and other coordinators in the exercise of their position; interpret what they say about their roles and about the difficulties they say they feel in the exercise of their coordination practices and relate intermediate leadership practices with the vision of the school and its quality and the relationship with the community. This investigation, of a qualitative nature, was based on semi-structured interviews carried out with ten coordinators – seven Department coordinators, an Establishment coordinator, a Professional Course coordinator and a Project coordinator. This work allowed us to conclude that there is some collaboration in the practices developed in the cluster, although this collaboration is not systematic but punctual, residual. With regard to communication within this institution, there is also no consensus on its effectiveness. The innovation/change that should characterize current schools/clusters is not wanted by everyone. There are established consciences, as one of the elements of the target population mentioned, which put some obstacle to this process. Coordinators experience operating constraints related to bureaucratic tasks and decision-making within the scope of the evaluation of teaching performance, in the exercise of their functions. In case of doubt or hesitation, the coordinators do not shy away from asking for clarification and resorting to the top leadership – the director – to whom they recognize the institution's decision-making power. The will to play a good role as leaders stands out, although, in practice, they are mere transmitters of information. Therefore, it is urgent to reflect, in a profound way, on the role of coordinator as an intermediate leader and the profile that should characterize it. The topic of top and middle leaders, with the inherent complexity that characterizes it, has been studied, and several theories have emerged. We have moved from focusing on top leaders to valuing distributed leaderships, that is, to the existence of intermediate, shared leaderships, in a context of collaborative work, with the involvement of multiple stakeholders. Changes in the management of organizations, always susceptible to controversy and moments of conflict, not being consensual, should be developed by people with a spirit of leadership, confident of themselves and of the objectives they want to see achieved, capable of influencing their followers. This investigation allowed us to conclude that in the grouping there is still a way to go in order to raise awareness and motivate the entire educational community. There is still a lot to be done in the Josefa de Óbidos School Group so that it is recognized as a professional learning community in perfect symbiosis with its educational territory. But this is already considered an educational institution with good performance. Once the foundations have been established, it is necessary to follow the path in the right way.
Description
Keywords
Práticas de liderança Lideranças intermédias Coordenadores Agrupamento de Escolas Josefa de Óbidos Leadership practices Intermediate leaderships Josefa de Óbidos School Group
Citation
Carrilho, Irene Antunes Martins - Lideranças intermédias na escola [Em linha] perceção dos coordenadores sobre o exercício das suas funções: estudo de caso. [S.l.]: [s.n.], 2022. 142 p.