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A regulação da avaliação do desempenho do Diretor escolar : competências de gestão e liderança
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Resumo(s)
A presente dissertação foi elaborada no âmbito do Mestrado em Educação, na área de
especialização em Administração Educacional. Pretendeu-se compreender as perceções do
diretor e do presidente do Conselho Geral de um agrupamento de escolas, sobre a
regulação da avaliação do desempenho do diretor escolar e o desenvolvimento de
competências de gestão e liderança.
Procedeu-se a uma revisão da literatura sobre autonomia, regulação, avaliação, liderança
escolar e competências. Optou-se, metodologicamente, por um estudo exploratório de
natureza qualitativa.
A partir da análise dos dados recolhidos dos documentos estruturantes da escola, de
modelos com a definição dos critérios de avaliação interna do diretor, de vários
agrupamentos, e de duas entrevistas semiestruturadas, uma ao diretor do agrupamento e
outra ao respetivo presidente do Conselho Geral, pretendeu-se compreender as perceções
destes atores relativamente à regulação concretizada na portaria nº 266/2012 de 30 de
agosto.
Os resultados do estudo apontam para uma reconfiguração do papel do Conselho Geral e
para um reforço das suas competências. Nesta investigação, o diretor desenvolve funções
diversificadas de grande responsabilidade, num contexto marcado por uma multiregulação
contraditória, com profissionalismo, delegando e motivando os seus colaboradores.
Os dois atores participantes neste estudo concordam com a implementação do processo de
avaliação interna do desempenho do diretor, a realizar pelo Conselho Geral, mas indicam
limitações na sua regulação.
This dissertation was prepared to fulfil the requirements of the Master of Education in the area of Educational Administration. We sought to understand the perceptions of the school director and the president of the General Council of a selected school cluster, on the regulation for the assessment of the director´s performance and the development of management and leadership competencies in the school context. A review of the literature was carried out on the concepts of autonomy, regulation, performance assessment, leadership and competencies. Methodologically, we opted for an exploratory, qualitative study. From the analysis of data collected from school structuring documents and some model instruments already developed by other schools, with the criteria for the internal assessment of the school director, and two semi-structured interviews conducted with the director and the president of the General Council of the selected school cluster, it was aimed to understand the perceptions of these actors in relation to the regulation stated in the act 266/2012 of August 30. The results of the study indicate a process of reconfiguration of the role of the General Council shown in the strengthening of its competencies. The director assumes a large diversity of roles with increasing responsibility and professionalism, in a context marked by a contradictory multi-regulation, delegating and motivating his partners. Both participants in the study agree with the implementation of the process for the internal assessment of the school director by the General Council, but identify some limitations in its regulation.
This dissertation was prepared to fulfil the requirements of the Master of Education in the area of Educational Administration. We sought to understand the perceptions of the school director and the president of the General Council of a selected school cluster, on the regulation for the assessment of the director´s performance and the development of management and leadership competencies in the school context. A review of the literature was carried out on the concepts of autonomy, regulation, performance assessment, leadership and competencies. Methodologically, we opted for an exploratory, qualitative study. From the analysis of data collected from school structuring documents and some model instruments already developed by other schools, with the criteria for the internal assessment of the school director, and two semi-structured interviews conducted with the director and the president of the General Council of the selected school cluster, it was aimed to understand the perceptions of these actors in relation to the regulation stated in the act 266/2012 of August 30. The results of the study indicate a process of reconfiguration of the role of the General Council shown in the strengthening of its competencies. The director assumes a large diversity of roles with increasing responsibility and professionalism, in a context marked by a contradictory multi-regulation, delegating and motivating his partners. Both participants in the study agree with the implementation of the process for the internal assessment of the school director by the General Council, but identify some limitations in its regulation.
Descrição
Dissertação de mestrado, Educação (Administração Educacional), Universidade de Lisboa, Instituto de Educação, 2014
Palavras-chave
Avaliação de desempenho Liderança escolar Competências Teses de mestrado - 2014