As perceções dos professores de um agrupamento de escolas sobre a influência da liderança de topo no seu clima e cultura organizacional
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2013
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A presente dissertação focaliza-se no estudo das implicações da liderança no clima e
cultura organizacional no caso específico de um Agrupamento de Escolas. Pretende-se
compreender a forma como os docentes do Agrupamento percecionam a liderança protagonizada
pelo Diretor, bem como o modo como essa mesma liderança influencia o clima e cultura
organizacional.
A liderança, a par da cultura e clima organizacionais, são consideradas chaves no
processo de mudança organizacional. Nesse sentido, a nossa pergunta de partida coloca a ênfase
no papel da liderança, na medida em que é ao líder que são atribuídas responsabilidades de
promoção da mudança e renovação nas organizações. Com o objetivo de atingir os resultados
desejados, o líder necessita de investir no seu estilo de gestão. Toda esta mudança concetual tem
sido de lenta implementação pois, apesar de alguns discursos políticos inovadores e de algumas
iniciativas legislativas, nomeadamente os regimes de autonomia, administração e gestão
propostos pelos últimos normativos, Dec. Lei n.º 115-A/98 e Dec. Lei n.º 75/2008, o sistema
educativo continua a ser dominado por um paradigma de centralização do poder na tomada de
decisões.
Nesta investigação, apresentamos um estudo de caso realizado num agrupamento de
escolas do concelho de Paredes, em 2012-2013. Utilizou-se uma metodologia de abordagem
quantitativa para a recolha de dados. O instrumento de recolha de dados selecionado foi uma
adaptação do Multifactor Leadership Questionnaire (MLQ), da autoria de Bernard Bass e Bruce
Avolio. Foram distribuídos 123 inquéritos por questionário (população total inquirida), tendo um
retorno de 108 inquéritos, sendo que destes, 12 deles não apresentavam consistência de dados.
Restaram, assim, 96 inquéritos por questionário válidos para estudo.
Os resultados da nossa investigação mostram que os professores apresentam diferentes
perceções, dependendo estas do nível de ensino lecionado, do tempo de permanência no
agrupamento, do desempenho de cargos e do local (escola sede ou escolas satélites) de trabalho.
This dissertation focuses on the study of the implications of the leadership on the climate and organizational culture in the specific case of a group of schools. The main aim is to understand the perceptions of teachers about the director leadership, as well as how this same leadership influence the school climate and the organizational culture. The leadership, along with the organizational culture and climate, are considered key features in the process of organizational change. In this sense, our starting question emphasizes the leadership role, in that it is the leader who is assigned responsibility for promoting change and renewal in organizations. In order to achieve the desired results, the leader needs to invest in its management style. This conceptual change have been slowly implemented because, despite some political speeches and some innovative legislative initiatives, including the regimes of autonomy, administration and management proposed by recent regulations, Dec-Lei n.º 115-A/98 and Dec-Lei n. º 75/2008, the education system continues to be dominated by a paradigm of centralization of power in decision making. In this research, we present a case study conducted in a group of schools in the municipality of Paredes, in 2012-2013. A quantitative approach was used to collect data. The tool for data collection was based on an adaptation of the Multifactor Leadership Questionnaire (MLQ), proposed by Bruce Avolio and Bernard Bass. We distributed 123 questionnaire surveys (total population surveyed), with a return of 108 surveys, of which 12 had no data consistency. Thus, the remaining 96 questionnaire surveys were considered as valid for the study. The results of our research show that teachers have different perceptions, depending on the grade level they taught, their antiquity in the school, the pedagogic roles they played and the location where they work (main school or satellite schools).
This dissertation focuses on the study of the implications of the leadership on the climate and organizational culture in the specific case of a group of schools. The main aim is to understand the perceptions of teachers about the director leadership, as well as how this same leadership influence the school climate and the organizational culture. The leadership, along with the organizational culture and climate, are considered key features in the process of organizational change. In this sense, our starting question emphasizes the leadership role, in that it is the leader who is assigned responsibility for promoting change and renewal in organizations. In order to achieve the desired results, the leader needs to invest in its management style. This conceptual change have been slowly implemented because, despite some political speeches and some innovative legislative initiatives, including the regimes of autonomy, administration and management proposed by recent regulations, Dec-Lei n.º 115-A/98 and Dec-Lei n. º 75/2008, the education system continues to be dominated by a paradigm of centralization of power in decision making. In this research, we present a case study conducted in a group of schools in the municipality of Paredes, in 2012-2013. A quantitative approach was used to collect data. The tool for data collection was based on an adaptation of the Multifactor Leadership Questionnaire (MLQ), proposed by Bruce Avolio and Bernard Bass. We distributed 123 questionnaire surveys (total population surveyed), with a return of 108 surveys, of which 12 had no data consistency. Thus, the remaining 96 questionnaire surveys were considered as valid for the study. The results of our research show that teachers have different perceptions, depending on the grade level they taught, their antiquity in the school, the pedagogic roles they played and the location where they work (main school or satellite schools).
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Orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, LIDERANÇA, ADMINISTRAÇÃO ESCOLAR, CLIMA ORGANIZACIONAL, CULTURA ORGANIZACIONAL, PROFESSORES, ESCOLAS, EDUCATION, LEADERSHIP, SCHOOL ADMINISTRATION, ORGANIZATIONAL CLIMATE, ORGANIZATIONAL CULTURE, TEACHERS, SCHOOLS