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A preparação do Diretor de escola pública em Portugal Continental
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A preparação do diretor de escola é o foco temático do nosso estudo que teve como questão de partida: «Qual é a perceção dos diretores de escola pública de Portugal Continental acerca da sua preparação para o cargo?». Propusemo-nos não só conhecer a perceção dos diretores, como também diagnosticar lacunas na preparação e, ainda, apontar estratégias para a melhoria da preparação e desenvolvimento profissional dos diretores. Simultaneamente, o estudo procura: identificar os problemas atuais enfrentados pelos diretores; definir o perfil-tipo do atual diretor; mapear a oferta formativa especializada em administração escolar; verificar da utilidade da formação em administração escolar; e analisar o posicionamento dos diretores quanto à profissionalização do cargo. A revisão da literatura apontou-nos para uma panóplia de desafios que os diretores enfrentam e que são tão variados quanto o contexto cultural de cada país. Indicou-nos como prática recorrente na preparação do diretor: a técnica de mentoring (mentoria). O estudo percorre duas etapas: uma etapa exploratória com a obtenção da história de vida de quatro diretores e, uma segunda etapa, onde foi aplicado um inquérito generalizado ao universo de 810 diretores de escola pública em Portugal Continental, obtendo-se a participação de 543 indivíduos. Através da análise inferencial, nomeadamente a testes não paramétricos (Mann-Whitney, Kruskal-Wallis e Dunn), detetamos diferenças estatisticamente significativas entre grupos amostrais estratificados por género, experiência em gestão escolar, formação em administração escolar, dimensão da escola, nível socioeconómico da comunidade e localização geográfica. Através da análise descritiva, ordenamos os aspetos mais prementes na preparação do diretor. Na análise de conteúdo do questionário, utilizámos o modelo hermenêutico tetrafocal, constituído pelas categorias: sistema, local, interpessoal e intrapessoal. Quanto aos resultados do estudo, verificámos que os inquiridos apontaram adequada preparação nos aspetos referentes a: conhecimento da cultura da comunidade, sentimento de credibilidade da comunidade local, promoção de relações positivas, desenvolvimento de parcerias, trabalho e relação com o Conselho Geral, autoconfiança enquanto líder e melhoria do ensino-aprendizagem. Constatou-se, assim, que a preparação é mais forte nos aspetos que integram a dimensão “local”. No referente aos atuais problemas, os resultados do estudo apontam dificuldades relacionadas com: gestão da burocracia, equilíbrio entre o trabalho e a vida pessoal, gestão do tempo, aquisição de equipamentos, equilíbrio entre as exigências do sistema e as necessidades locais, gestão financeira e contratação de pessoal. Conclui-se, assim, que os principais desafios inserem-se sobretudo na dimensão “sistema”. Os resultados do estudo indicam que a maioria dos inquiridos apresenta larga experiência em gestão escolar e formação específica na área; considera útil essa formação e é favorável à profissionalização do cargo. O estudo termina com a proposta de um programa-piloto de formação para aspirantes a diretor, referindo a importância de uma formação prática, baseada nas necessidades, com recurso à técnica da mentoria e através de parcerias entre as entidades tutelares da educação e as instituições de ensino superior. Este estudo pretende ser, ainda, um contributo para o International Study of Principal Preparation, um projeto que envolve vários países e no qual Portugal agora assume a sua participação.
The preparation for the role of principal is the main focus of this study which holds as an initial research question: “What is the perception of public school principals in mainland Portugal of the preparation they received for the position?” We set out to learn the principals' perception of their preparation and to diagnose preparation flaws. In addition to this, strategies were pointed out for a better preparation and professional development of principals. Concurrently, this study seeks to: identify problems currently faced by principals, define the current principal profile, map specialized training program in school administration, assess the effectiveness of training in school administration and analyze the principals’ stand on professionalizing the position. The literature review disclosed a wide range of challenges that principals face and which are as diverse as each country cultural context. It showed that a recurring practice in the preparation of the principal is the technique of mentoring. This study was conducted in two stages: an exploratory stage in which the life stories of four principals were gathered and a second stage in which a general questionnaire was sent to 810 principals in public schools in mainland Portugal, counting with 543 participants. Through the inferential analysis of non-parametric tests (Mann-Whitney, Kruskal-Wallis and Dunn), one may observe statistically significant differences between sample groups stratified by gender, experience in school management, school administration training, school size, socioeconomic school community level and geographical location. Through the descriptive analysis, the most pressing aspects in the principal's preparation have been put in order. While analysing the questionnaire content, the hermeneutic tetrafocal model has been used, comprising the following categories: system, place, interpersonal and intrapersonal domains. In the survey, the respondents indicated adequate preparation in terms of: understanding of the community culture, sense of credibility on the part of the local community, promotion of positive relationships, partnership development, work and rapport with the General Council, self-confidence as a leader and improvement of the teaching-learning process. There is a higher level of preparation in what concerns aspects of the local domain. In respect to the current problems, the results of the survey highlight difficulties related to: bureaucracy management, work and personal life balance, time management, equipment purchase, balance between system imperatives and local needs, financial management and staff recruitment. Thus, the key challenges lie mainly within the “system” domain. The results of the survey indicate that the majority of respondents have a vast experience in school management and specific training in the area. Moreover, the respondents consider this training to be useful and support the professionalization of the position. The study ends with a proposal for a pilot training program for aspiring principals, noting the importance of practical training, based on needs, and resorting to the mentoring technique as well as to partnerships between the regulatory entities of education and higher education institutions. This study also aims to be a contribution to the International Study of Principal Preparation, a project involving several countries, in which Portugal is now set to take part of.
The preparation for the role of principal is the main focus of this study which holds as an initial research question: “What is the perception of public school principals in mainland Portugal of the preparation they received for the position?” We set out to learn the principals' perception of their preparation and to diagnose preparation flaws. In addition to this, strategies were pointed out for a better preparation and professional development of principals. Concurrently, this study seeks to: identify problems currently faced by principals, define the current principal profile, map specialized training program in school administration, assess the effectiveness of training in school administration and analyze the principals’ stand on professionalizing the position. The literature review disclosed a wide range of challenges that principals face and which are as diverse as each country cultural context. It showed that a recurring practice in the preparation of the principal is the technique of mentoring. This study was conducted in two stages: an exploratory stage in which the life stories of four principals were gathered and a second stage in which a general questionnaire was sent to 810 principals in public schools in mainland Portugal, counting with 543 participants. Through the inferential analysis of non-parametric tests (Mann-Whitney, Kruskal-Wallis and Dunn), one may observe statistically significant differences between sample groups stratified by gender, experience in school management, school administration training, school size, socioeconomic school community level and geographical location. Through the descriptive analysis, the most pressing aspects in the principal's preparation have been put in order. While analysing the questionnaire content, the hermeneutic tetrafocal model has been used, comprising the following categories: system, place, interpersonal and intrapersonal domains. In the survey, the respondents indicated adequate preparation in terms of: understanding of the community culture, sense of credibility on the part of the local community, promotion of positive relationships, partnership development, work and rapport with the General Council, self-confidence as a leader and improvement of the teaching-learning process. There is a higher level of preparation in what concerns aspects of the local domain. In respect to the current problems, the results of the survey highlight difficulties related to: bureaucracy management, work and personal life balance, time management, equipment purchase, balance between system imperatives and local needs, financial management and staff recruitment. Thus, the key challenges lie mainly within the “system” domain. The results of the survey indicate that the majority of respondents have a vast experience in school management and specific training in the area. Moreover, the respondents consider this training to be useful and support the professionalization of the position. The study ends with a proposal for a pilot training program for aspiring principals, noting the importance of practical training, based on needs, and resorting to the mentoring technique as well as to partnerships between the regulatory entities of education and higher education institutions. This study also aims to be a contribution to the International Study of Principal Preparation, a project involving several countries, in which Portugal is now set to take part of.
Descrição
Palavras-chave
Educação Administração escolar Liderança Preparação do diretor Mentoria Profissionalização Leadership School administration Principal preparation Mentoring Professionalization