Nível de prática de gestão escolar, cultura organizacional e estilo de liderança: implicações para a política de administração escolar
DOI:
https://doi.org/10.48017/dj.v10i3.3415Palavras-chave:
Liderança democrarica, adocracia, satisfação no trabalho, liderança laissez-faireResumo
A distribuição desigual de recursos, juntamente com a distribuição assimétrica de poder, resulta em desigualdades nos resultados educacionais e em dificuldades na implementação eficaz de políticas educacionais locais. O estudo teve como objetivo explorar as características do nível de prática do School-Based Management (SBM) nas escolas, em termos de cultura organizacional, estilos de liderança e afetividade docente. Além disso, investigou as respostas emocionais dos professores, sua motivação, satisfação no trabalho e engajamento profissional, observando como esses fatores variam entre os diferentes estágios do SBM com vistas à melhoria da eficácia escolar. Foi utilizado um desenho de pesquisa de métodos mistos para avaliar municípios da Divisão de Leyte, dos quais 462 participantes foram selecionados aleatoriamente. Os dados foram analisados por meio da Organizational Culture Assessment Instrument (OCAI) e de questionários sobre engajamento dos funcionários, utilizando-se média aritmética, frequência, porcentagem, desvio padrão e teste de Kruskal-Wallis, além de análise temática dedutiva. O estudo revelou que a cultura organizacional do tipo Adhocracia emergiu como predominante, tendo alcançado a maior média de preferência (37,7) no Nível 2 do SBM. Contudo, a liderança Laissez-faire atingiu seu ponto mais elevado (42,9%) no Nível 3 do SBM. A comprometimento docente obteve seu valor mais alto (3,48 – Muito Alto), juntamente com a satisfação no trabalho (3,18 – Alta) e o engajamento profissional (5,08 – Alto) também no Nível 3 do SBM, enquanto as variáveis demonstraram diferenças estatisticamente significativas entre os níveis de SBM (p < 0,05). Conclui-se que, embora a liderança do tipo Adhocracia favoreça práticas inovadoras e uma governança ativa, a presença persistente da liderança Laissez-faire acarreta problemas relacionados à responsabilização da liderança escolar, à efetividade nas tomadas de decisão e à ausência de sistemas organizados de orientação. Para fortalecer a implementação eficaz do SBM, recomenda-se que as escolas desenvolvam competências de liderança, fortaleçam os mecanismos de governança participativa, estruturem sistemas de apoio aos docentes e estabeleçam culturas organizacionais adequadas, de forma a manter a responsabilização e promover a melhoria educacional contínua.
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