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Avaliação organizacional : olhares de diretores escolares e coordenadores das equipas de autoavaliação : um estudo de três escolas
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Orientador(es)
Resumo(s)
O presente estudo centra-se na avaliação organizacional das escolas: interna e externa. Mais
especificamente, tem como propósito perceber o que as escolas fazem no quadro da
avaliação, designadamente com os seus resultados, internamente. Neste sentido, a nossa
inquietação foca-se na compreensão do uso que se faz dos resultados da avaliação,
procurando descortinar o conjunto de ações desenvolvidas antes e a posteriori – o que é
feito, por quem, como, quando, para quem, que balanço, que fatores estão envolvidos? O
estudo inscreve-se nos estudos naturalistas, descritivos, tendo-se recorrido à realização de
entrevistas estruturadas e semiestruturadas, a três diretores e três coordenadores de equipas
de autoavaliação de três estabelecimentos de ensino, diferenciados na sua tipologia e
localização. Para além das entrevistas, procedeu-se a uma análise documental dos
principais documentos integrantes do processo de avaliação organizacional. Os dados
foram sujeitos a análise de conteúdo. Os resultados põem em evidência, por parte de
diretores, a preocupação de utilização da informação para a melhoria de resultados,
interpelando os demais para a implementação de uma cultura de autoavaliação. Quanto aos
coordenadores, estão focados num conjunto de ações tendo em vista operacionalizar a
autoavaliação, denunciando dificuldades ao nível da concretização da planificação, em
virtude de esta estar dependente de uma confluência de esforços. Os processos avaliativos
parecem acentuar, nas escolas, um olhar progressivamente mais atento às questões da
qualidade e da melhoria. É percetível a existência de comunicação interna e externa para
divulgação dos resultados, contudo com diferentes níveis de consciencialização e/ou
responsabilização. De salientar, a importância da ação do diretor, cuja influência na
dinâmica das equipas de autoavaliação, e particularmente no seu coordenador, é evidente.
Nos casos estudados, constata-se que a ação do coordenador se manifesta em conformidade
com a postura do seu diretor, verificando-se a existência de uma modelação do
comportamento, mais ou menos passivo, do coordenador, em resultado da postura, das
prioridades e escolhas realizadas pelo respetivo diretor.
The present study focuses on the organizational evaluation of schools: internal and external. More specifically, it aims at understanding what the schools do with their evaluation results internally. In this sense, our concern is to understand how the results of the evaluation are used, seeking to unveil the set of actions developed before and after - what is done, by whom, how, when, for whom, what balance and what factors are involved in it? This is our starting problem. Inscribed in the naturalistic and descriptive studies, three directors and three self-assessment team coordinators from three educational establishments, differentiated in their typology and location, were used to carry out structured and semistructured interviews. In addition to the interviews, a documentary analysis of the main documents integrating the organizational evaluation process was carried out. Data were subjected to content analysis. The results highlight the concern of the school principals directors in using the information for the improvement of results, leading others towards the implementation of a culture of self-evaluation. As for the coordinators, they are focused on a set of actions in order to operationalize school self-assessment practices. However, they also expose difficulties in the implementation of what was initially planned, since that is highly dependent on a confluence of efforts. The evaluation processes seem to emphasize, in schools, a progressive look at the issues of quality and improvement. The existence of internal and external communication for the dissemination of results is perceptible, but with different levels of awareness and / or accountability. The importance of the action of the director is evident, thus influencing the dynamics of the teams of self-assessment and particularly its coordinator. In the cases studied, it is noted that the coordinator's action is in accordance with the position of the director, and there is a modelling of the behaviour, more or less passive, of the coordinator, as a result of the posture, priorities and choices conducted by the respective director.
The present study focuses on the organizational evaluation of schools: internal and external. More specifically, it aims at understanding what the schools do with their evaluation results internally. In this sense, our concern is to understand how the results of the evaluation are used, seeking to unveil the set of actions developed before and after - what is done, by whom, how, when, for whom, what balance and what factors are involved in it? This is our starting problem. Inscribed in the naturalistic and descriptive studies, three directors and three self-assessment team coordinators from three educational establishments, differentiated in their typology and location, were used to carry out structured and semistructured interviews. In addition to the interviews, a documentary analysis of the main documents integrating the organizational evaluation process was carried out. Data were subjected to content analysis. The results highlight the concern of the school principals directors in using the information for the improvement of results, leading others towards the implementation of a culture of self-evaluation. As for the coordinators, they are focused on a set of actions in order to operationalize school self-assessment practices. However, they also expose difficulties in the implementation of what was initially planned, since that is highly dependent on a confluence of efforts. The evaluation processes seem to emphasize, in schools, a progressive look at the issues of quality and improvement. The existence of internal and external communication for the dissemination of results is perceptible, but with different levels of awareness and / or accountability. The importance of the action of the director is evident, thus influencing the dynamics of the teams of self-assessment and particularly its coordinator. In the cases studied, it is noted that the coordinator's action is in accordance with the position of the director, and there is a modelling of the behaviour, more or less passive, of the coordinator, as a result of the posture, priorities and choices conducted by the respective director.
Descrição
Dissertação de mestrado, Educação (Área de especialidade em Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Avaliação das escolas Avaliação interna Avaliação externa Directores de estabelecimentos de ensino Administração escolar Teses de mestrado - 2018