Advisor(s)
Abstract(s)
Muitos investigadores, em alguns casos organizados em projetos internacionais, têm mostrado evidências empíricas consideráveis no sentido que a qualidade da liderança e a cultura escolar podem ser fatores importantes para explicar a variação dos resultados dos alunos entre escolas. O estudo apresentado caracteriza o papel das lideranças e da cultura escolar de duas escolas com resultados académicos diferentes, mas com contextos e populações estudantis semelhantes. Aplicaram-se questionários a professores e realizaram-se entrevistas semiestruturadas aos diretores e aos coordenadores de departamento de cada escola. Da análise e interpretação dos dados recolhidos foi possível verificar que as duas escolas apresentam diferenças na forma como as lideranças (de topo e intermédias) são exercidas e na sua cultura escolar. A escola que apresenta melhores resultados académicos, ao contrário da outra escola, destaca-se pelo seu estilo organizativo que lhe confere uma identidade própria e pelas lideranças reconhecidas e mobilizadoras com missões e propósitos partilhados. Os dados recolhidos confirmam que a existência de diálogo, debate pedagógico e cooperação entre professores, bem como, sentido de pertença, transformação e proximidade entre os docentes são aspetos essenciais para o sucesso escolar dos alunos.
Many researchers, in some cases organized in international projects, have shown considerable empirical evidence that the quality of leadership and school culture can be important factors in explaining the variation in student outcomes between schools. The present study characterizes the role of leaders and school culture in two schools with different academic results, but with similar student contexts and populations. Questionnaires were applied to teachers and semi-structured interviews were conducted with the directors and department coordinators of each school. From the analysis and interpretation of the data, it was possible to verify that the two schools present differences in the way the leaders (top and middle) are exercised and in their school culture. The school with the best academic results stand out for its organizational style, which gives it its own identity, and for its recognized and mobilizing leaders with shared missions and purposes. The data confirm that the existence of dialogue, pedagogical debate and cooperation between teachers, as well as a sense of belonging, transformation and proximity between teachers are essential aspects school success.
Many researchers, in some cases organized in international projects, have shown considerable empirical evidence that the quality of leadership and school culture can be important factors in explaining the variation in student outcomes between schools. The present study characterizes the role of leaders and school culture in two schools with different academic results, but with similar student contexts and populations. Questionnaires were applied to teachers and semi-structured interviews were conducted with the directors and department coordinators of each school. From the analysis and interpretation of the data, it was possible to verify that the two schools present differences in the way the leaders (top and middle) are exercised and in their school culture. The school with the best academic results stand out for its organizational style, which gives it its own identity, and for its recognized and mobilizing leaders with shared missions and purposes. The data confirm that the existence of dialogue, pedagogical debate and cooperation between teachers, as well as a sense of belonging, transformation and proximity between teachers are essential aspects school success.
Description
Keywords
Lideranças Cultura de escola Sucesso escolar Leadership School culture School success
Citation
Amorim, S., Cabral, I., Alves, J. M. (2020). Culturas escolares, lideranças e resultados: apresentação de resultados de um estudo de caso duplo. Revista Portuguesa De Investigação Educacional, (Especial), 144-171
Publisher
Universidade Católica Editora