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Abstract(s)
Passada uma década da entrada em vigor do Decreto Regulamentar n.º 26/2012, que regulamenta o sistema de avaliação do desempenho do pessoal docente, pretendemos compreender qual o contributo do atual sistema de ADD para o desenvolvimento profissional dos docentes avaliados.
Para o efeito recorremos a uma metodologia mista, com maior predominância da componente quantitativa sobre a qualitativa. Neste estudo de caso, aplicamos um inquérito por questionário num Agrupamento de Escolas de Vila Nova de Gaia, tendo obtido a participação de 104 docentes. Após os dados recolhidos procedeu-se à análise estatística das perguntas fechadas e o seu cruzamento com conteúdo da questão aberta, complementando com a aplicação do teste U de Mann-Whitney.
Os resultados revelaram que na perceção dos respondentes o foco principal da ADD deve ser o desenvolvimento profissional, assim como, o seu contributo para detetar necessidades formativas dos docentes, o que vai de encontro ao preconizado nos objetivos do Decreto Regulamentar n.º 26/2012.
Contudo, constatou-se que na perceção dos respondentes, esses objetivos não se concretizam, já que se verificou sempre, níveis de discordância relativamente aos itens relacionados com o desenvolvimento profissional.
De acordo com os resultados obtidos e com recurso a diversas ferramentas de planeamento estratégico, delineamos um plano de ação/intervenção com o objetivo de propor alterações de natureza estrutural e processual que tornem a atual ADD mais eficaz no contributo para o desenvolvimento profissional dos docentes.
A decade after the passing of the Regulatory Decree n.º 26/2012, which regulates the system for evaluating the performance of teaching staff, we intend to understand the contribution of the current Teacher Performance Evaluation system for the professional development of the evaluated teachers. For this purpose, we used a mixed methodology, with greater predominance of the quantitative component over the qualitative. In this case study, we applied a questionnaire over survey on a Group of Schools in Vila Nova de Gaia, gathering the participation of 104 teachers. After collecting the data, we performed a statistical analysis on the closed-ended questions and cross-referenced their content with the open-ended questions, complementing with the application of the Mann-Whitney U test. The results revealed that according to the inquirees' perception, the prime focus of the Teacher Performance Evaluation should be professional development, as well its contribution in detecting certain training needs in teachers, which is in line with the objectives on the Regulatory Decree n.º 26/2012. However, we realized that according to the inquirees' perception, those objectives are not achieved, since there were always levels of disagreement regarding items related to professional development. According to the results obtained and relying on several strategic planning tools, we outlined an action/intervention plan with the objective of proposing structural and procedural changes that can make the current Teacher Performance Evaluation more effective in its contribution for teachers' professional development.
A decade after the passing of the Regulatory Decree n.º 26/2012, which regulates the system for evaluating the performance of teaching staff, we intend to understand the contribution of the current Teacher Performance Evaluation system for the professional development of the evaluated teachers. For this purpose, we used a mixed methodology, with greater predominance of the quantitative component over the qualitative. In this case study, we applied a questionnaire over survey on a Group of Schools in Vila Nova de Gaia, gathering the participation of 104 teachers. After collecting the data, we performed a statistical analysis on the closed-ended questions and cross-referenced their content with the open-ended questions, complementing with the application of the Mann-Whitney U test. The results revealed that according to the inquirees' perception, the prime focus of the Teacher Performance Evaluation should be professional development, as well its contribution in detecting certain training needs in teachers, which is in line with the objectives on the Regulatory Decree n.º 26/2012. However, we realized that according to the inquirees' perception, those objectives are not achieved, since there were always levels of disagreement regarding items related to professional development. According to the results obtained and relying on several strategic planning tools, we outlined an action/intervention plan with the objective of proposing structural and procedural changes that can make the current Teacher Performance Evaluation more effective in its contribution for teachers' professional development.
Description
Keywords
Avaliação do desempenho docente Desenvolvimento profissional Teacher performance evaluation Professional development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação