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Abstract(s)
As questões relacionadas com o sucesso escolar, e a correspondente melhoria e eficácia das escolas, continuam a ser finalidades dos sistemas educativos em diferentes países. Neste âmbito, verifica-se um progressivo entendimento das escolas como organizações dotadas de autonomia e, por isso, capazes de gerir o seu próprio processo de melhoria através de soluções estratégicas que, simultaneamente, respondam a exigências e necessidades da organização escolar e contribuam para reforçar a sua capacidade interna de mudança. Deste modo, o planeamento e a ação estratégica apresentam-se como ferramentas valiosas para a melhoria das escolas, configurando-se como relevantes objetos de estudo em educação. Nas últimas décadas, tem havido alguma investigação e debate acerca da temática da ação estratégica. Ainda assim, esta continua a constituir-se como um campo de estudo pouco explorado e a necessitar de aprofundamento. Esta tese inscreve-se nesta linha de investigação, procurando contribuir para a teoria, investigação e prática acerca da ação estratégica. Especificamente, procura compreender os processos de ação estratégica desenvolvidos nas escolas portuguesas e, por esta via, contribuir para a construção de um modelo de ação estratégica orientador das práticas em contexto educativo. Apresentam-se quatro estudos relacionados, centrados na ação estratégica das escolas portuguesas. O estudo 1 consiste numa revisão de literatura, tipo scoping review, acerca da estratégia e da liderança estratégica em educação. Sistematizam-se as principais características e práticas relacionadas com a estratégia. Este estudo dá suporte aos estudos 2, 3 e 4. O estudo 2 consiste na análise de conteúdo dos Planos de Ação Estratégica das escolas portuguesas, tomando como referência indicadores de qualidade. Verifica-se que os planos se apresentam alinhados, sobretudo, com algumas das prioridades nacionais, o que se evidencia nos objetivos e ações propostas (e.g., anos iniciais de ciclo, trabalho colaborativo). Além disso, a globalidade dos planos apresenta as ações a desenvolver e especifica mecanismos de implementação. Contudo, os planos apresentam fragilidades quanto à justificação das opções realizadas, às ações de monitorização e capacitação. Os planos parecem apresentar-se, sobretudo, como uma descrição ou listagem de ações a desenvolver, o que não induz ou traduz a qualidade de implementação das mesmas. O estudo 3 analisa a participação dos professores no processo de planeamento, implementação e monitorização de planos de ação. Os dados parecem indicar que o grau de participação dos profissionais na elaboração e implementação dos planos foi moderado a alto, variando em função do tempo de serviço e do exercício de cargos/funções de liderança. O estudo 4 centra-se nos processos de ação estratégica através da realização de estudos de caso. Este estudo permitiu identificar processos subjacentes à elaboração, implementação e monitorização dos planos, fatores críticos e impactos percecionados relacionados com os planos. Em síntese, globalmente destacam-se três dimensões principais da ação estratégica nas escolas, a saber: (i) a direção/sentido de ação, (ii) a intencionalidade estratégica e; (iii) a participação de professores e de outros atores na ação. Destes resultados retiram-se implicações para a prática e para a investigação futura.
Issues related to academic success, and the corresponding school improvement and efficacy, are still being central aims of educational systems in different countries. There is a continuous understanding of schools as organizations with autonomy and knowledge yo manage its improvement by strategic solutions that simultaneously answer to organizational needs and requests, and contribute to reinforce its capability of internal change. In that sense, strategic planning and strategic action have been identified as valuable frameworks for school improvement, being relevant topics of research in education. In the last decades, some research and debate have been made about strategic action. However, this is still a field of study little explored, and that needs to be deepened. This thesis subscribes to this line of research, seeking to contribute to theory, research, and practice about strategic action. Specifically, it aims a better understanding of strategic action processes in Portuguese schools and, by this, contribute to designing a strategic action model that guides practices in educational contexts. Four related studies about strategic action in Portuguese schools are presented. Study 1 is a literature review, scoping review type, about strategy and strategic leadership in education. Core characteristics and practices related to strategic action are systematized. This study is the theoretical grounding of studies 2, 3, and 4. Study 2 consists of a content analysis of strategic action plans of Portuguese schools considering quality indicators. Results indicate that plans are aligned, mostly, with national priorities, which is evidenced by its aims and actions (e.g., initial years of school cycles; collaborative work). Moreover, most of the plans present actions and mechanisms for action implementation. However, plans are fragile, considering explanations for decisions taken, monitoring, and professional development. These plans seem much more description or a list of actions to be done, which may undermine the quality of the plans and also its implementation. Study 3 explores teachers’ participation in planning, implementing and monitoring of schools’ plans. Data indicate that participation degree in plans’ planning and implementation is moderate to high, depending on teachers’ experience and its professional roles. Study 4 is focused on strategic action processes employing a study case design. This study able to identify processes for elaboration, implementation, and monitoring of school plans, critical factors for strategic action, and perceived impacts of school plans. In summary, it is highlighted three critical dimensions of school strategic action, namely: (i) direction/action’ path, (ii) strategic intentionality and (iii) teachers’ and other stakeholders’ participation. From these results, implications for practice and research are derived.
Issues related to academic success, and the corresponding school improvement and efficacy, are still being central aims of educational systems in different countries. There is a continuous understanding of schools as organizations with autonomy and knowledge yo manage its improvement by strategic solutions that simultaneously answer to organizational needs and requests, and contribute to reinforce its capability of internal change. In that sense, strategic planning and strategic action have been identified as valuable frameworks for school improvement, being relevant topics of research in education. In the last decades, some research and debate have been made about strategic action. However, this is still a field of study little explored, and that needs to be deepened. This thesis subscribes to this line of research, seeking to contribute to theory, research, and practice about strategic action. Specifically, it aims a better understanding of strategic action processes in Portuguese schools and, by this, contribute to designing a strategic action model that guides practices in educational contexts. Four related studies about strategic action in Portuguese schools are presented. Study 1 is a literature review, scoping review type, about strategy and strategic leadership in education. Core characteristics and practices related to strategic action are systematized. This study is the theoretical grounding of studies 2, 3, and 4. Study 2 consists of a content analysis of strategic action plans of Portuguese schools considering quality indicators. Results indicate that plans are aligned, mostly, with national priorities, which is evidenced by its aims and actions (e.g., initial years of school cycles; collaborative work). Moreover, most of the plans present actions and mechanisms for action implementation. However, plans are fragile, considering explanations for decisions taken, monitoring, and professional development. These plans seem much more description or a list of actions to be done, which may undermine the quality of the plans and also its implementation. Study 3 explores teachers’ participation in planning, implementing and monitoring of schools’ plans. Data indicate that participation degree in plans’ planning and implementation is moderate to high, depending on teachers’ experience and its professional roles. Study 4 is focused on strategic action processes employing a study case design. This study able to identify processes for elaboration, implementation, and monitoring of school plans, critical factors for strategic action, and perceived impacts of school plans. In summary, it is highlighted three critical dimensions of school strategic action, namely: (i) direction/action’ path, (ii) strategic intentionality and (iii) teachers’ and other stakeholders’ participation. From these results, implications for practice and research are derived.
Description
Keywords
Estratégia Liderança estratégica Participação Sucesso escolar Melhoria e eficácia das escolas Strategy Strategic leadership Participation Academic success Schools’ efficacy and schools’ improvement