A Gestão Escolar como Fator de Sucesso no Desempenho Escolar: Desafios e Estratégias em Presidente Dutra, Maranhão - Brasil

Costa, Wildfran da Silva

http://hdl.handle.net/10400.26/60292

Use this identifier to reference this record.

Name:	Description:	Size:	Format:
DISSERTAÇÃO - WILDFRAN - ME - PT - FINAL.pdf		1.88 MB	Adobe PDF	Download

Send Feedback

Authors

Costa, Wildfran da Silva

Abstract(s)

This research aimed to analyze the influence of school management on the academic performance of students in public schools in Presidente Dutra, Maranhão, identifying strategies capable of optimizing educational outcomes. Based on a qualitative and quantitative approach, questionnaires were applied to students and teachers, along with interviews with principals and pedagogical coordinators. To deepen the understanding of the phenomenon, the data triangulation method was used. The results indicated that most students perceive the school as an organized environment, with clear rules, minimally adequate infrastructure, and accessible managers. However, difficulties related to limited financial resources and administrative bureaucracy were highlighted, which restrict autonomy for the implementation of innovative practices. Among teachers, there was a prevailing recognition of the direct impact of school management on teaching quality and student motivation, as well as the importance of evidence-based strategies and the constant monitoring of educational indicators. The research confirmed that participative leadership and clear communication between management, teachers, students, and families are decisive factors in creating a favorable school climate for learning. On the other hand, findings showed that inflexible educational policies may limit schools’ ability to respond to their specific demands. Successful practices, such as periodic evaluation meetings, encouragement of student protagonism, and continuous training for managers and teachers, were recognized as positive references in the local context. As practical contributions, the study proposes strengthening managerial training, expanding administrative autonomy, improving mechanisms for community participation, and diversifying funding sources. The research also suggests future longitudinal investigations aiming to more deeply observe the relationship between school management, public policies, and academic performance over time. This study hopes to contribute to the debate on the importance of school management as a structuring axis of public education quality and to reflect on pathways that can ensure more equitable and meaningful learning for all students.