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Publicação
Da avaliação do desempenho docente ao desempenho organizacional: Efeitos da autonomia. Um estudo na Região Autónoma da Madeira
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Orientador(es)
Resumo(s)
Na Administração Pública, a concretização das novas práticas de gestão como a avaliação do desempenho (AD) passa inevitavelmente pelo aspeto político e pela ação da gestão. Ao associar a AD a uma cultura de autoaprendizagem, organizacional e individual, assume-se uma ação para o sucesso de uma organização que aprende e se transforma com as informações que recolhe.
Este trabalho tem a pretensão de abrir espaço à investigação da escola como organização aprendente, tendo na avaliação do desempenho docente (ADD) uma ferramenta estratégica de desenvolvimento de novas políticas escolares.
Este estudo pretende perceber em que medida a criação de um modelo autónomo de avaliação de desempenho docente pode contribuir para a melhoria do desempenho organizacional das escolas. Configurando-se um desafio relevante para potenciar a melhoria do desempenho individual e organizacional.
A investigação tem por base uma metodologia de caráter misto, sustentando-se numa análise documental, na aplicação de questionários aos docentes, e em entrevistas semiestruturadas aos presidentes dos órgãos de gestão e administração das escolas participantes. Procedeu-se a uma análise estatística de base descritiva e inferencial e a uma análise de conteúdo.
Concluímos que o exercício da autonomia escolar tem efeito na construção de um modelo próprio de ADD e no desempenho organizacional escolar (DOE). Ficou evidente que as escolas fazem um uso diferenciado da autonomia e a percecionam de forma distinta, e que os entrevistados têm dificuldade em usar a autonomia escolar e têm incertezas quanto à eficiência e fiabilidade do modelo de ADD.
O modelo de ADD, no seu desenho e na sua implementação, influencia o DOE. Embora estes dois fatores possuam pesos explicativos distintos para o DOE, esse peso aumenta quando estão ambos associados, tornando-se um peso mais preciso quando acresce a autonomia escolar. Na prática, os dois aspetos se confundem nas perspetivas dos entrevistados.
In Public Administration, the implementation of new management practices such as the performance assessment (PA) inevitably involves the political aspect and the management action. When an organization associates PA with a culture of self- organizational and individual learning, it leads to success, once the organization learns and transforms itself with the collected information. This paper aims to open up space for investigation, research within a learning organization, having in the evaluation of teaching performance a strategic tool for the development of new school policies. This study aims to understand to what extent the creation of an autonomous model for the teacher performance evaluation, can contribute to the improvement of the organizational performance of schools. It is a relevant challenge to enhance the improvement of individual and organizational performance. Research is based on a mixed methodology, a documentary analysis, the application of questionnaires to teachers, and semi-structured interviews with the management headmasters and administrative boards. Descriptive inferential statistical and content analysis were performed. We conclude that the practice of school autonomy influences the construction of proper model of evaluation of teaching, as well as the school organizational performance. It was obvious that schools make differentiated use of autonomy and perceive it differently, and that the interviewees have difficulty in the school autonomy and have doubts about efficiency and reliability concerning teaching performance evaluation. Implementation and design of teaching performance evaluation determines the educational organizational results. Although, these two factors have different weight in the organizational outcome, it augments when associated, and even more when the school autonomy is added. In fact, the limits of the two aspects are not well defined.
In Public Administration, the implementation of new management practices such as the performance assessment (PA) inevitably involves the political aspect and the management action. When an organization associates PA with a culture of self- organizational and individual learning, it leads to success, once the organization learns and transforms itself with the collected information. This paper aims to open up space for investigation, research within a learning organization, having in the evaluation of teaching performance a strategic tool for the development of new school policies. This study aims to understand to what extent the creation of an autonomous model for the teacher performance evaluation, can contribute to the improvement of the organizational performance of schools. It is a relevant challenge to enhance the improvement of individual and organizational performance. Research is based on a mixed methodology, a documentary analysis, the application of questionnaires to teachers, and semi-structured interviews with the management headmasters and administrative boards. Descriptive inferential statistical and content analysis were performed. We conclude that the practice of school autonomy influences the construction of proper model of evaluation of teaching, as well as the school organizational performance. It was obvious that schools make differentiated use of autonomy and perceive it differently, and that the interviewees have difficulty in the school autonomy and have doubts about efficiency and reliability concerning teaching performance evaluation. Implementation and design of teaching performance evaluation determines the educational organizational results. Although, these two factors have different weight in the organizational outcome, it augments when associated, and even more when the school autonomy is added. In fact, the limits of the two aspects are not well defined.
Descrição
Tese especialmente elaborada para obtenção do grau de Doutora em Administração Pública com especialidade em Administração e Políticas Públicas
Palavras-chave
Avaliação do Desempenho; Autonomia; Prática Docente; Desempenho Organizacional Performance Evaluation; Autonomy; Teaching Practices; Organizational Performance