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Abstract(s)
O presente trabalho tem como objetivos determinar quais são as competências mais importantes para uma liderança eficaz no entendimento de professores, diretores pedagógicos e de presidentes de direção do ensino artístico especializado da música, identificar pontos de convergência e de divergência nas representações desses atores educativos e determinar se essas competências coincidem com competências humanas e sociais, as quais são privilegiadas pela literatura atual. Paralelamente, também nos propusemos a fornecer um contributo para o desenvolvimento de um perfil de diretor pedagógico alicerçado em competências entendidas como promotoras de uma liderança eficaz, através de uma reflexão teórica e dos dados tratados.
O estudo da liderança eficaz e do tema inerente competências tem sido realizado tanto no contexto empresarial quanto no educativo. A literatura aponta a para a adequação da estipulação de uma lista de competências como um meio para a definição de um perfil.
Este estudo de caso, que contou com a participação de 142 professores, 19 diretores pedagógicos e seis presidentes de direção, empregou uma metodologia mista, designadamente a análise de conteúdo de natureza qualitativa (categorização) e a análise quantitativa com recurso a testes estatísticos.
Concluímos que, em geral, os grupos de participantes entendem as competências humanas e sociais como as mais importantes para uma liderança eficaz do diretor pedagógico, não obstante com certas nuances. Dentro dessas competências humanas, os professores distinguem aspetos sociais e os diretores pedagógicos, embora relevem estas em maior medida, por comparação, também valorizam as de liderança pessoal. Além da primazia por competências sociais, os presidentes de direção também atribuem, comparativamente, significativo relevo às competências de natureza técnica.
The purpose of this paper is to determine which competencies are most important for an effective leadership from the point of view of teachers, pedagogical directors and administrative directors of music schools, identify convergent and divergent points in the representations of these educational actors and determine whether these competencies coincide with human and social competencies, which are privileged in the current literature. At the same time, we also intend to provide a contribution to the development of a profile of the pedagogical director based on competencies understood as promoters of effective leadership, through a theoretical reflection and the processed data. The study of effective leadership and the inherent theme competencies has been conducted in both business and educational contexts. The literature points to the suitability of stipulating a list of competencies as a means of defining a profile. This case study, which included the participation of 142 teachers, 19 pedagogical directors, and six administrative directors, employed a mixed methodology, namely analysis of qualitative content (categorization) and quantitative analysis using statistical tests. We have concluded that in general the respondent groups perceive human and social competencies as the most important for an effective pedagogical director leadership, albeit with certain nuances. Within these human competencies, teachers differentiate social aspects and pedagogical directors, although they value these to a greater extent by comparison, they also value personal leadership competencies. In turn, in addition to the predominance of social competencies, administrative director, by comparison, also place significant importance on technical competencies.
The purpose of this paper is to determine which competencies are most important for an effective leadership from the point of view of teachers, pedagogical directors and administrative directors of music schools, identify convergent and divergent points in the representations of these educational actors and determine whether these competencies coincide with human and social competencies, which are privileged in the current literature. At the same time, we also intend to provide a contribution to the development of a profile of the pedagogical director based on competencies understood as promoters of effective leadership, through a theoretical reflection and the processed data. The study of effective leadership and the inherent theme competencies has been conducted in both business and educational contexts. The literature points to the suitability of stipulating a list of competencies as a means of defining a profile. This case study, which included the participation of 142 teachers, 19 pedagogical directors, and six administrative directors, employed a mixed methodology, namely analysis of qualitative content (categorization) and quantitative analysis using statistical tests. We have concluded that in general the respondent groups perceive human and social competencies as the most important for an effective pedagogical director leadership, albeit with certain nuances. Within these human competencies, teachers differentiate social aspects and pedagogical directors, although they value these to a greater extent by comparison, they also value personal leadership competencies. In turn, in addition to the predominance of social competencies, administrative director, by comparison, also place significant importance on technical competencies.
Description
Keywords
Liderança eficaz Competências Diretor pedagógico Effective leadership Competencies Pedagogical director
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação