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As emoções nas organizações : a liderança emocional como fator de sucesso
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| 82.89 MB | Adobe PDF |
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Abstract(s)
O presente estudo é uma reflexão sobre o meu percurso pessoal como docente numa organização específica que é a escola e onde nos últimos anos venho desempenhando o cargo de Adjunto do Diretor e, por consequência, funções de gestão e direção. Esta especificidade de desempenho profissional ancorou uma das dimensões fundamentais da reflexão que foi o seu enquadramento na vertente organizacional da escola e o papel que a liderança pode desempenhar no clima organizacional da mesma, nomeadamente quando estribado numa ótica de "liderança ressonante" ou emocional. Deste modo uma das finalidades últimas do estudo será analisar em que medida o estilo de liderança, nomeadamente a "liderança emocional" pode potencializar o clima organizacional da escola, motivando e congregando sinergias no sentido do máximo sucesso escolar e social dos alunos, na potencialização da motivação e bem-estar dos diversos membros da comunidade educativa. Para a consecução de tal objetivo comecei por proceder a uma fundamentação teórica das duas principais vertentes implícitas nesta problemática, analisando, por um lado, as principais teorias organizacionais, já que a escola se apresenta como uma organização, e, por outro o papel das competências emocionais nas organizações, nomeadamente na liderança. Esta análise teórica serviu de suporte à reflexão sobre o meu desempenho profissional, com incidência nos últimos anos no cargo de Adjunto do Diretor no Agrupamento de Escola Póvoa de Lanhoso, reflexão que se centrou em quatro variáveis: na interação com as famílias, na relação com os professores, na relação com os alunos e respetivo sucesso escolar e na interação com a Comunidade Educativa em geral. A reflexão, que percorreu as situações estruturantes do meu desempenho docente, nomeadamente a ligação à vertente informática, acabou por evidenciar que a liderança ressonante pode ser efetivo fator de melhoria do clima organizacional da escola, da motivação dos professores e do desenvolvimento de um clima de solidariedade e partilha, com consequentes reflexos no sucesso escolar e social dos alunos e no bem-estar dos restantes elementos educativos. Assim, os objetivos do estudo foram alcançados, tendo a presente reflexão desenvolvida, na e sobre a ação, servido para colmatar possíveis lacunas entretanto detetadas e desenvolver novas estratégias, numa ótica de reflexive practitioner, onde a reflexão se alimenta e sustenta a ação, numa dialética holística e transformacional.
The present study is a reflection about my personal career as a teacher in a specific institution which is the school, and, where, in the last years, I have worked as an assistant at the headmaster's office and, as a result of that, I have taken up direction and management functions. This professional performance specificity grounded one of the fundamental dimensions of the reflection which was its framework in the organizational branch of the school and the role leadership may have in its environment, namely when founded in the viewpoint of a "resonant or emotional leadership". Therefore, one of the last goals of the study will be to analyze in what way the leadership style, namely the "emotional leadership" can maximize the school organizational environment, motivating and congregating synergies towards students maximum school and social success, and in the optimization and well-being of the different members of the school community. For the attainment of the goals mentioned, I first searched the fundamental theories of both dimensions implicit in this problematic, analyzing, on the one hand the main organizational assumptions, as the school stands as an institution, and, on the other hand the role of the emotional competences, particularly, in the leadership field. This theoretical analysis was the sustenance of my professional career performance reflection, with incidence in the last years in the position of the Director's assistant in the Agrupamento de Escolas de Póvoa de Lanhoso, which was centered in four different variables: interaction with the families, relationship with teachers and subsequent school success, and the general interaction with the school community. The reflection, which has covered the structuring situations of my teacher performance, specifically the connection to the computing sphere, showed that resonant leadership may be a fundamental factor in the improvement of the school organizational environment, in the teachers' motivation and in the development of teamwork and in the creation of a sharing atmosphere, with consequent effects in the students' school and social success and in the well-being of the other educational cohorts. Thus, the aims of the study were achieved, having this reflection, developed in and on action, served to solve possible needs meanwhile detected and to develop new strategies, in the eye of a reflexive practitioner where the reflection sustains and supports the action, in a holistic and transformational dialectics.
The present study is a reflection about my personal career as a teacher in a specific institution which is the school, and, where, in the last years, I have worked as an assistant at the headmaster's office and, as a result of that, I have taken up direction and management functions. This professional performance specificity grounded one of the fundamental dimensions of the reflection which was its framework in the organizational branch of the school and the role leadership may have in its environment, namely when founded in the viewpoint of a "resonant or emotional leadership". Therefore, one of the last goals of the study will be to analyze in what way the leadership style, namely the "emotional leadership" can maximize the school organizational environment, motivating and congregating synergies towards students maximum school and social success, and in the optimization and well-being of the different members of the school community. For the attainment of the goals mentioned, I first searched the fundamental theories of both dimensions implicit in this problematic, analyzing, on the one hand the main organizational assumptions, as the school stands as an institution, and, on the other hand the role of the emotional competences, particularly, in the leadership field. This theoretical analysis was the sustenance of my professional career performance reflection, with incidence in the last years in the position of the Director's assistant in the Agrupamento de Escolas de Póvoa de Lanhoso, which was centered in four different variables: interaction with the families, relationship with teachers and subsequent school success, and the general interaction with the school community. The reflection, which has covered the structuring situations of my teacher performance, specifically the connection to the computing sphere, showed that resonant leadership may be a fundamental factor in the improvement of the school organizational environment, in the teachers' motivation and in the development of teamwork and in the creation of a sharing atmosphere, with consequent effects in the students' school and social success and in the well-being of the other educational cohorts. Thus, the aims of the study were achieved, having this reflection, developed in and on action, served to solve possible needs meanwhile detected and to develop new strategies, in the eye of a reflexive practitioner where the reflection sustains and supports the action, in a holistic and transformational dialectics.