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A liderança do coordenador do 1.º ciclo: um estudo numa escola do concelho do Barreiro
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Advisor(s)
Abstract(s)
A capacidade para liderar consiste num conjunto de aptidões, a maior parte das quais apreendidas, aperfeiçoadas e melhoradas progressivamente, através da educação, do treino e de um conjunto especial de experiências. O sucesso do líder depende da sua flexibilidade para adaptar o seu comportamento e ação, às exigências das diferentes circunstâncias e situações que lhe forem surgindo.
Assim, o Coordenador de Estabelecimento, pelas funções que desempenha, adquire competências de liderança que lhe permite atingir uma maior eficácia na prossecução dos objetivos. Entendeu-se, face à relevância do tema “Liderança”, realizar a presente dissertação que resulta de um trabalho de investigação direcionado para a identificação do estilo de liderança de um Coordenador de Estabelecimento do 1.º Ciclo do Ensino Básico e compreensão das perceções que a Coordenadora e os docentes têm face ao estilo de liderança da Coordenadora.
A investigação integra-se no domínio da Administração da Educação, no âmbito dos estudos sobre as organizações escolares e capacidade de liderança na escola, considerada hoje como organização.
Tendo em conta o enquadramento teórico focalizado ao nível das teorias de liderança, privilegiando os estilos de liderança: Autoritário; Democrático e Laissez-Faire, tendo em conta a visão da escola como organização e as imagens organizacionais e, considerando os objetivos propostos para esta dissertação, optámos por elaborar uma investigação que privilegia a metodologia qualitativa, estudo de caso.
Desta forma, e numa primeira fase, recolhemos e analisámos documentos do Agrupamento e da Escola, que nos possibilitaram realizar a contextualização do estudo; seguidamente realizámos entrevistas semiestruturadas à Coordenadora da Escola e a um conjunto de quatro professores que, foram sujeitas a uma detalhada codificação e a criteriosa análise de conteúdo.
Os resultados obtidos permitiram verificar que a Coordenadora da Escola exerce um estilo de liderança democrático. Os dados indiciam que, nesta Escola do 1º Ciclo do Ensino Básico, a Coordenadora é considerada o alicerce da instituição, boa ouvinte, idónea e compreensiva, promovendo, na escola, um ambiente de segurança, confiança e interajuda.
Finalmente, o estudo efetuado permitiu reconhecer que a Coordenadora exerce uma liderança assertiva e partilhada, onde o trabalho de equipa acentua a troca de experiências, a participação na tomada de decisões e a partilha de responsabilidades.
Most of the skills behind leadership ability are perceived, enhanced and improved gradually through education, training and a special set of experiences. A leader’s success depends on the flexibility to adjust their behaviour and actions to the challenges posed by the different circumstances and situations as they arise. Thus, by performing their duties, the School’s Coordinator develops leadership skills which enable them to reach higher efficiency levels while pursuing their goals. Given the importance of the subject “Leadership”, it seemed appropriate to prepare this dissertation which derives from a research work aimed at identifying the leadership style of a Coordinator of the 1st Cycle of Basic Education and understanding the perceptions that both the Coordinator and teachers have of this leadership style. The research integrates the field of Educational Administration, in the context of the studies carried out on school organisations and leadership ability at school, considered today as an organisation. Considering the theoretical framework focused in the light of leadership theories and favouring the following leadership styles: Authoritarian, Democratic and Laissez-Faire (French: “allow to do”), considering school as an organisation, as well as the organisational images and considering the aims set out in this dissertation, we chose to conduct a research which is focused on the qualitative case study methodology. Hence, at an early stage, we collected, gathered and analysed documentation from the Grouping and School, which enabled us to put the study into context; then we conducted semi-structured interviews with the School’s Coordinator and four other teachers, who were subjected to a thorough, detailed and careful content analysis. The results obtained showed that the School’s Coordinator performs a democratic leadership style. At this School of the 1st Cycle of Basic Education, the data indicates that the Coordinator is considered as the main foundation of the institution, being idoneous, understanding and a good listener and fostering a safe, reliable and cooperative environment at school. Finally, this study made it possible to understand that the Coordinator practices an assertive and shared leadership, where the teamwork gives rise to the exchange of experiences, involvement in decision-making and share of responsibilities
Most of the skills behind leadership ability are perceived, enhanced and improved gradually through education, training and a special set of experiences. A leader’s success depends on the flexibility to adjust their behaviour and actions to the challenges posed by the different circumstances and situations as they arise. Thus, by performing their duties, the School’s Coordinator develops leadership skills which enable them to reach higher efficiency levels while pursuing their goals. Given the importance of the subject “Leadership”, it seemed appropriate to prepare this dissertation which derives from a research work aimed at identifying the leadership style of a Coordinator of the 1st Cycle of Basic Education and understanding the perceptions that both the Coordinator and teachers have of this leadership style. The research integrates the field of Educational Administration, in the context of the studies carried out on school organisations and leadership ability at school, considered today as an organisation. Considering the theoretical framework focused in the light of leadership theories and favouring the following leadership styles: Authoritarian, Democratic and Laissez-Faire (French: “allow to do”), considering school as an organisation, as well as the organisational images and considering the aims set out in this dissertation, we chose to conduct a research which is focused on the qualitative case study methodology. Hence, at an early stage, we collected, gathered and analysed documentation from the Grouping and School, which enabled us to put the study into context; then we conducted semi-structured interviews with the School’s Coordinator and four other teachers, who were subjected to a thorough, detailed and careful content analysis. The results obtained showed that the School’s Coordinator performs a democratic leadership style. At this School of the 1st Cycle of Basic Education, the data indicates that the Coordinator is considered as the main foundation of the institution, being idoneous, understanding and a good listener and fostering a safe, reliable and cooperative environment at school. Finally, this study made it possible to understand that the Coordinator practices an assertive and shared leadership, where the teamwork gives rise to the exchange of experiences, involvement in decision-making and share of responsibilities
Description
Keywords
Liderança Estilos de Liderança Organização escolar Coordenador de Estabelecimento Leadership Leadership Styles School Organisation School’s Coordinator