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O papel do Coordenador de Departamento: liderança e supervisão: estudo de caso
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.34 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
À maior autonomia atribuída às escolas, acresce uma gestão escolar recentrada no discurso e
na prática, fazendo emergir lideranças fortes para coordenar estruturas intermédias que visam
a melhoria do ensino e da educação. Realiza-se este estudo num Agrupamento de Escolas para
perceber o papel e as competências do gestor escolar intermédio na orientação de um
departamento curricular, procurando saber-se “como é que as competências do gestor escolar
intermédio são validadas no seio da equipa?”. É um estudo de caso, descritivo e exploratório,
com uma abordagem mista. Participam no estudo doze docentes e três coordenadoras. Os dados
são recolhidos através de um questionário aos docentes, de entrevistas às coordenadoras e de
documentos oficiais. Os dados quantitativos são analisados estatisticamente recorrendo-se ao
Excel e os dados qualitativos são sujeitos à análise de conteúdo. Demonstra-se que o
departamento é funcional, com composição e organização adequadas e boas competências de
comunicação. Além disso, o coordenador é um porta-voz que exerce as suas funções à luz dos
normativos legais, num quadro de colaboração e valorização, decidindo-se em conjunto.
Emerge a liderança democrática, havendo ainda o estilo burocrático e nos grupos sobressai a
liderança pedagógica. A supervisão, não formal, assenta no acompanhamento da atividade dos
docentes, recorrendo-se ao delegado disciplinar. A avaliação de desempenho centra-se no
currículo, aprendizagens e melhoria da escola, materializada na apreciação do relatório do
professor. O coordenador é um gestor democrático, com autoridade, e preocupa-se com a gestão
pedagógica e os resultados escolares. Os constrangimentos detetados são a burocracia, a falta
de tempo, a supervisão e a avaliação de desempenho, bem como a resistência dos docentes à
mudança. Perspetivam-se funções no âmbito da educação inclusiva, liderança, supervisão
pedagógica e na gestão democrática, pedagógica, colaborativa e mediadora.
To the greater autonomy conferred to schools, it adds up a school management refocused on discourse and practice, giving rise to strong leaderships to coordinate intermediate structures that aim at improving teaching and education. This study is conducted in a Cluster of Schools to understand the role and skills of the intermediate school manager in guiding a curriculum department, seeking to know “how the intermediate school manager's skills are validated within the team?”. It is a descriptive and exploratory case study, with a mixed approach. Twelve teachers and three coordinators participate in the study. Data are collected through a questionnaire to teachers, interviews with coordinators and official documents. Quantitative data are statistically analyzed using Excel and qualitative data are subjected to content analysis. It is shown that the department is functional, with adequate composition and organization, and good communication skills. Moreover, the coordinator is a spokesperson who performs his duties at the light of legal norms, within a framework of collaboration and valorization, relying upon team decision making. Democratic leadership emerges, existing also a bureaucratic style and in the groups the pedagogical leadership stands out. The supervision, non-formal, is based on the monitoring of the teachers' activity, by means of the disciplinary delegate. Performance evaluation focuses on curriculum, learning and school improvement, materialized in the assessment of the teacher's report. The coordinator is a democratic manager, with authority and concerns about the pedagogical management and school outcomes. The detected constraints are bureaucracy, lack of time, supervision and performance evaluation, as well as teachers' resistance to change. Functions in the field of inclusive education, leadership, pedagogical supervision and democratic, pedagogical, collaborative and mediating management are envisaged.
To the greater autonomy conferred to schools, it adds up a school management refocused on discourse and practice, giving rise to strong leaderships to coordinate intermediate structures that aim at improving teaching and education. This study is conducted in a Cluster of Schools to understand the role and skills of the intermediate school manager in guiding a curriculum department, seeking to know “how the intermediate school manager's skills are validated within the team?”. It is a descriptive and exploratory case study, with a mixed approach. Twelve teachers and three coordinators participate in the study. Data are collected through a questionnaire to teachers, interviews with coordinators and official documents. Quantitative data are statistically analyzed using Excel and qualitative data are subjected to content analysis. It is shown that the department is functional, with adequate composition and organization, and good communication skills. Moreover, the coordinator is a spokesperson who performs his duties at the light of legal norms, within a framework of collaboration and valorization, relying upon team decision making. Democratic leadership emerges, existing also a bureaucratic style and in the groups the pedagogical leadership stands out. The supervision, non-formal, is based on the monitoring of the teachers' activity, by means of the disciplinary delegate. Performance evaluation focuses on curriculum, learning and school improvement, materialized in the assessment of the teacher's report. The coordinator is a democratic manager, with authority and concerns about the pedagogical management and school outcomes. The detected constraints are bureaucracy, lack of time, supervision and performance evaluation, as well as teachers' resistance to change. Functions in the field of inclusive education, leadership, pedagogical supervision and democratic, pedagogical, collaborative and mediating management are envisaged.
Description
Keywords
Gestão intermédia Coordenador de departamento Liderança Supervisão Intermediate management Department coordinator Leadership Supervision