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Advisor(s)
Abstract(s)
A Liderança escolar vem sendo alvo de aturada investigação. Na sua génese, esta deteve-se sobre as características do bom líder, considerando que a capacidade de liderar seria inata. A investigação evolui, impelida pelo aprofundamento do conhecimento do fenómeno da Liderança Escolar e, do estudo dos Estilos de Liderança, apoiada na convicção de que a liderança deve ser ensinada e apreendida. Partindo do Movimento das Escolas Eficazes (Mace-Matluck, 1987), seguimos a investigação no robustecimento do constructo de liderança instrucional. Acompanhámos o crescente interesse dos investigadores pela escola e pelas múltiplas lideranças que nela emergem; pelo contexto que nos guiou até ao desenvolvimento organizacional de cada escola e pela perceção de como a mudança terá que se operar na escala micro, assumindo-se, cada escola, como uma unidade de melhora, através da sublimação do seu capital social, capital profissional e humano. Interessa-nos especialmente a tensão que leva à contração da liderança instrucional, compartilhada e transformacional, numa liderança para a aprendizagem (Bolivar, 2012). Tentámos munir-nos dos conceitos chave, que consubstanciarão as lentes teóricas através das quais pretendemos conhecer as práticas de liderança no colégio que se consubstanciou como o nosso objeto de estudo. O objetivo do nosso trabalho é conhecer as perceções e impactos da liderança na escola, através de um estudo de caso intrínseco. Para tal, importa saber como se caracterizam as práticas de liderança neste colégio de Lisboa. Importa, igualmente, ouvir as vozes dos diretores, diretores de turma, professores e alunos para saber como percecionam estas práticas, quanto ao seu impacto na melhoria da qualidade dos processos e dos resultados educativos. E, por fim, detetar que práticas pedagógicas, estratégias de ensino-aprendizagem e de avaliação são percecionadas por parte dos agentes sociais que convocámos para o nosso estudo, como mais eficazes para a promoção do sucesso educativo.
School leadership has been the subject of extensive research. In its genesis, it focused on the characteristics of a good leader, considering that the ability to lead would be innate. The investigation evolves, driven by the deepening knowledge, of the phenomenon of School Leadership and the study of Leadership Styles, supported by the conviction that leadership must be taught and learned. Starting from the Effective School Movement (Mace-Matluck, 1987), we followed the investigation in strengthening the instructional leadership construct. We have followed the growing interest of researchers by the school and in the multiple leaders that emerge from it, by the context that guided us to the organizational development of each school and by the perception of how the change will have to operate on a micro scale, assuming each school as a unit of improvement, through the elevation of its social, professional and human capital. We are especially interested in the tension that leads to the contraction of instructional leadership, shared and transformational, in leadership for learning (Bolivar, 2012). We equipped ourselves with key concepts, which consolidated the theoretical lens through which we intended to learn the leadership practices in the school we identified. The objective of our work is to know the perception and impact of leadership at school, through an intrinsic case study. To do this, it is important to know how leadership practices are characterized in this school. It is also important to listen to the voices of principals, class directors, teachers and students, to learn how they perceive these practices, and their impact on improving the quality of educational processes and results. And, finally, to detect how pedagogical practices, teaching-learning and assessment strategies, are perceived by the social agents that we called for our study and whether they are more effective for the promotion of educational success.
School leadership has been the subject of extensive research. In its genesis, it focused on the characteristics of a good leader, considering that the ability to lead would be innate. The investigation evolves, driven by the deepening knowledge, of the phenomenon of School Leadership and the study of Leadership Styles, supported by the conviction that leadership must be taught and learned. Starting from the Effective School Movement (Mace-Matluck, 1987), we followed the investigation in strengthening the instructional leadership construct. We have followed the growing interest of researchers by the school and in the multiple leaders that emerge from it, by the context that guided us to the organizational development of each school and by the perception of how the change will have to operate on a micro scale, assuming each school as a unit of improvement, through the elevation of its social, professional and human capital. We are especially interested in the tension that leads to the contraction of instructional leadership, shared and transformational, in leadership for learning (Bolivar, 2012). We equipped ourselves with key concepts, which consolidated the theoretical lens through which we intended to learn the leadership practices in the school we identified. The objective of our work is to know the perception and impact of leadership at school, through an intrinsic case study. To do this, it is important to know how leadership practices are characterized in this school. It is also important to listen to the voices of principals, class directors, teachers and students, to learn how they perceive these practices, and their impact on improving the quality of educational processes and results. And, finally, to detect how pedagogical practices, teaching-learning and assessment strategies, are perceived by the social agents that we called for our study and whether they are more effective for the promotion of educational success.
Description
Keywords
Liderança instrucional Liderança compartilhada Liderança para aprendizagem Comunidades profissionais de aprendizagem Aprendizagem dos alunos Instructional leadership Shared leadership Leadership for learning Professional learning communities Student learning