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Abstract(s)
A presente dissertação incide sobre a relação existente entre lideranças intermédias
e culturas escolares, procurando-se compreender em que medida estas são influenciadas
pelos múltiplos e distintos modos de se exercer a liderança.
Reconhecendo-se, em função da literatura consultada, como inegável a relação
referida, procurou-se entender em que medida a implicação, o envolvimento e compromisso
dos docentes nas instituições nas quais lecionam dependem dessa influência.
Iniciou-se a pesquisa com uma análise de literatura relativa ao tema, perspetivando-o
à luz das racionalidades organizacionais e correlatas lógicas procedimentais,
compreendendo-se que instituições escolares regidas por racionalidades burocráticas,
políticas ou debilmente articuladas dão origem a culturas escolares próprias e pressupõem
modos de liderança específicos.
De seguida, e também em função da literatura revista, procurou-se compreender
distintos modos de se exercer a liderança – diretivas, instrucionais, distribuídas e não
distribuídas, carismáticas ou inspiradoras, servidoras, transformacionais e sustentáveis – e os
seus efeitos nas culturas de escola.
Por fim, e considerando-se o princípio segundo o qual as emoções condicionam as
perceções, e estas as atitudes e comportamentos, procurou-se compreender em que medida
a motivação depende da natureza da relação estabelecida entre aqueles que exercem a
liderança e aqueles que à mesma estão expostos.
Após revisão feita, procedeu-se à aplicação de um questionário aos docentes, no
sentido de os mesmos partilharem o modo como percecionam a influência sentida. As
respostas dadas ao questionário foram, por sua vez, interpretadas com base nas lentes
teóricas que integraram a 1ª e 2ª partes da dissertação.
Após análise balizada dos dados recolhidos, confirmou-se a tese segundo a qual a
motivação, o envolvimento, o vínculo e compromisso sentidos por parte dos agentes
educativos podem ser positiva e/ou negativamente influenciados pelos modos de relação
estabelecidos pelas lideranças. A confiança depositada e o reconhecimento prestado
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parecem constituir pedras basilares para a edificação de uma cultura escolar com a qual
todos se identifiquem porque dela se sentem coautores.
Ainda relativamente à realidade em estudo, considera-se que os inquiridos, na
generalidade, reconhecem uma presença efetiva por parte das lideranças no quotidiano
escolar, outorgando-lhes também uma função orientadora das práticas educativas que se
pretendem implementar.
This dissertation focuses on the relationship between intermediate leaderships and school culture, in order to understand to what extent the last is influenced by the multiple and distinct ways of leadership. Regarding the read bibliography, it is not possible to deny the relationship previously mentioned. Hence, it was attempted a better comprehension of the dependency between the referred influence and the implication, involvement and the commitment of faculty at the institutions they teach at. The research began with the revision of the related literature, analyzing it with a perspective around organizational frameworks and related procedural logic, concluding that educational institutions ruled by bureaucratic, political or fragile frameworks are led to develop very peculiar educational cultures and hence predicate specific leadership methods. After, and according to the literature revision, there was a focus on understanding the distinct leadership methods – directive, instructional, shared and non-shared, charismatic or inspiring, transformational and sustainable – and the effects of each one in the developed culture at school. In the end and considering the principle according to which emotions condition perceptions, and the last both conditions attitudes and behaviors, we looked for full comprehension of the impact that the nature of the established relationship between those who hold the leadership and those that are exposed to it has on their motivation. After concluding the literature revision, a questionnaire was given to faculty to allow them to share the way they perceive this influence. The given answers were then analyzed on the light of the theoretical models that integrated the first two parts of this dissertation. With the data analysis concluded, the hypothesis of motivation, involvement, bond and commitment felt by these educational agents being positively and/or negatively influenced by the established relationships with their leadership teams was confirmed. The perceived trust and given recognition seem to build the foundation to a relatable school culture, where everyone is involved and feels like an active part of it. v Still regarding the subject of this research work, it is possible to conclude that, in general, the respondents recognize an effective presence of their leadership teams on the daily school context and life, granting them a guiding role regarding the educational practices they aim to implement.
This dissertation focuses on the relationship between intermediate leaderships and school culture, in order to understand to what extent the last is influenced by the multiple and distinct ways of leadership. Regarding the read bibliography, it is not possible to deny the relationship previously mentioned. Hence, it was attempted a better comprehension of the dependency between the referred influence and the implication, involvement and the commitment of faculty at the institutions they teach at. The research began with the revision of the related literature, analyzing it with a perspective around organizational frameworks and related procedural logic, concluding that educational institutions ruled by bureaucratic, political or fragile frameworks are led to develop very peculiar educational cultures and hence predicate specific leadership methods. After, and according to the literature revision, there was a focus on understanding the distinct leadership methods – directive, instructional, shared and non-shared, charismatic or inspiring, transformational and sustainable – and the effects of each one in the developed culture at school. In the end and considering the principle according to which emotions condition perceptions, and the last both conditions attitudes and behaviors, we looked for full comprehension of the impact that the nature of the established relationship between those who hold the leadership and those that are exposed to it has on their motivation. After concluding the literature revision, a questionnaire was given to faculty to allow them to share the way they perceive this influence. The given answers were then analyzed on the light of the theoretical models that integrated the first two parts of this dissertation. With the data analysis concluded, the hypothesis of motivation, involvement, bond and commitment felt by these educational agents being positively and/or negatively influenced by the established relationships with their leadership teams was confirmed. The perceived trust and given recognition seem to build the foundation to a relatable school culture, where everyone is involved and feels like an active part of it. v Still regarding the subject of this research work, it is possible to conclude that, in general, the respondents recognize an effective presence of their leadership teams on the daily school context and life, granting them a guiding role regarding the educational practices they aim to implement.
Description
Keywords
Racionalidades organizacionais e lógicas de ação Lideranças Lideranças para a aprendizagem Relações interpessoais Indivíduo e comunidade Emoções Perceções Motivação e culturas de escola Organizational frameworks and procedural logic Leadership Leadership towards learning Interpersonal relationships Individual and community Emotions Perceptions Motivation and school culture