A liderança das escolas: avaliação externa e perceções dos professores
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2013
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O presente trabalho tem por objeto a liderança das escolas públicas em Portugal, área
que alcança, no primeiro ciclo da avaliação externa, 33,8% de classificações de Muito Bom,
quando o domínio dos Resultados obtém 8,1% das referidas classificações. Com base nas
classificações do primeiro ciclo de avaliação externa das escolas e pela aplicação do
questionário Leadership Practices Inventory - Observer, procurou-se, à luz da investigação
científica relativa à liderança e à eficácia das escolas, compreender o significado das
classificações atribuídas e investigar as perceções dos professores relativamente às práticas de
liderança das direções escolares avaliadas com Suficiente e com Muito Bom. O estudo
quantitativo envolveu 127 professores de 13 escolas da região de Lisboa e Vale do Tejo.
Os resultados do estudo empírico demonstraram a existência de diferenças
estatisticamente significativas entre a perceção dos professores das escolas avaliadas com
Suficiente e com Muito Bom, sendo que os valores obtidos são inferiores aos valores médios
de referência e que os comportamentos que induzem à autoavaliação e à agregação de todos
em torno de uma visão comum são os menos percecionados.
Destes resultados pode-se inferir que a avaliação externa, através da classificação atribuída, tende a reconhecer, nos dois tipos de casos estudados, os líderes que, de acordo com
a perceção dos professores, manifestam com mais frequência comportamentos de liderança
transformacional; contudo, podemos também afirmar que o perfil dos líderes escolares
traçado pelos professores se define mais pelo respeito e liberdade de ação que proporcionam
aos professores do que pelas suas características transformacionais.
This study is about the leadership of the Portuguese public schools. At the end of the first cycle of external school evaluation, the Leadership domain obtains a Very Good rating in 33.8% of the cases, while the Results domain only obtains this rating in 8.1%. Based on the scientific research in leadership and school effectiveness and by the use of the Leadership Practices Inventory - Observer questionnaire, we tried to understand the meaning of the given ratings and what are the teachers’ perceptions concerning the leadership practices of the school boards rated with Satisfactory and Very Good. The quantitative study involved 127 teachers from 13 different schools of the Lisbon and Tajo valley region. The results of the empirical study showed the existence of statistically significant differences among the teachers’ perception of the boards rated with Satisfactory and Very Good. However, the obtained values are lower than the reference values, especially concerning the behaviours of self-evaluation and promoting shared values, which are the behaviours less perceived. From these results, in both types of cases studied, we can infer that the external evaluation tends to recognize the leaders that, according to the teachers perception, demonstrate transformational leadership behaviours more frequently; however, we can also state that the leaders profile drawn by teachers is defined mainly by the respect and freedom of action they allow teachers, rather than their transformational characteristics.
This study is about the leadership of the Portuguese public schools. At the end of the first cycle of external school evaluation, the Leadership domain obtains a Very Good rating in 33.8% of the cases, while the Results domain only obtains this rating in 8.1%. Based on the scientific research in leadership and school effectiveness and by the use of the Leadership Practices Inventory - Observer questionnaire, we tried to understand the meaning of the given ratings and what are the teachers’ perceptions concerning the leadership practices of the school boards rated with Satisfactory and Very Good. The quantitative study involved 127 teachers from 13 different schools of the Lisbon and Tajo valley region. The results of the empirical study showed the existence of statistically significant differences among the teachers’ perception of the boards rated with Satisfactory and Very Good. However, the obtained values are lower than the reference values, especially concerning the behaviours of self-evaluation and promoting shared values, which are the behaviours less perceived. From these results, in both types of cases studied, we can infer that the external evaluation tends to recognize the leaders that, according to the teachers perception, demonstrate transformational leadership behaviours more frequently; however, we can also state that the leaders profile drawn by teachers is defined mainly by the respect and freedom of action they allow teachers, rather than their transformational characteristics.
Descrição
Orientação: Maria Beatriz Gomes Bettencourt
Palavras-chave
EDUCAÇÃO, MESTRADO EM ADMINISTRAÇÃO, ACOMPANHAMENTO E REGULAÇÃO DA EDUCAÇÃO, LIDERANÇA, MEIO ESCOLAR, AVALIAÇÃO DE ESCOLAS, PROFESSORES, AVALIAÇÃO DO DESEMPENHO, EDUCATION, LEADERSHIP, SCHOOL ENVIRONMENT, SCHOOLS EVALUATION, TEACHERS, PERFORMANCE EVALUATION