Liderança nas escolas categorizadas como insuficientes no Chile: percepções das diretores
DOI:
https://doi.org/10.22458/ie.v23i34.3420Palavras-chave:
Políticas para garantir a qualidad, categorias de desempenho, liderança escolar, percepção dos diretores, Chile, EducaçãoResumo
Os diretores são um elemento-chave na melhoria da escola, especialmente em escolas categorizadas como insuficientes por sistemas de inspeção de desempenho. Este estudo utiliza uma abordagem exploratória e qualitativa, tendo como objetivo que é descrever as percepções dos diretores que lideram as escolas “mais críticas” da região de Valparaíso, Chile. Para isso, de acordo com a metodologia qualitativa, foram realizadas entrevistas em profundidade com sete diretores de escolas, a fim de descrever as razões pelas quais consideram que suas escolas estão em um estado de deterioração situação. Concluise que as pessoas que realizaram este estudo relatam que a situação de deterioração crônica é explicado de maneira multifatorial. Esses fatores podem ser agrupados em cinco categorias: (1) nível socioeconômico de alunos e suas famílias, (2) alta rotação de cargos de topo, (3) qualidade das práticas pedagógicas, (4) professores compromisso e (5) características idiossincráticas do sistema educacional chileno. As recomendações são apresentado para a política pública nacional sobre como fornecer suporte profissional aos líderes com a tarefa de liderar no meio da complexidade.
Referências
Referencias
Ahumada, L., Galdames, S., & Clarke, S. (2016) Understanding leadership in schools facing challenging circumstances: a Chilean case study, International Journal of Leadership in Education, 19(3), 264-279
Bellei, C. (2013). Supporting Instructional Improvement in Low-Performing Schools to Increase Students’ Academic Achievement. The Journal of Educational Research, 106(3), 235–248.
Bellei C, Morawietz L, Vanni X, & Valenzuela, JP. (2015). Nadie dijo que era fácil. Escuelas efectivas en sectores de pobreza, diez años después. Santiago, Chile: LOM Ediciones.
Bush, T., & Glover, D. (2012). Distributed leadership in action: Leading high performing leadership teams in English schools. School Leadership and Management, 32(1), 21-36.
Cai, Q. (2011). Can principals' emotional intelligence matter to school turnarounds? International Journal of Leadership in Education: Theory and Practice, 14(2), 151-179.
Chapman, C., & Harris, A. (2004). Improving schools in difficult and challenging contexts: Strategies for improvement. Educational Research, 46(3), 219–228.
Cosner, S., & Jones, M. F. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability. Journal of Educational Administration, 54(1), 41–57.
Creswell, J. (2014). Research design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.
Day, C. (2014). Resilient principals in challenging schools: the courage and costs of conviction. Teachers and Teaching, 20(5), 638–654.
Duke, D. L., Tucker, P. D., Belcher, M., Crews, D., Harrison-Coleman, J., Higgins, J., Lanphear, L. et al. (2005). Lift-off: Launching the School Turnaround Process in Ten Virginia Schools. Charlottesville, VA: Partnership for Leaders in Education.
Duke, L. (2015). Leadership for low-performing schools: A step-by-step guide to the school turnaround process. Laham, MD: Rowman & Littlefield.
Duke, D. L. (2006). What We Know and Don’t Know about Improving Low-Performing Schools. Phi Delta Kappan, 87(10), 729–734.
Duke, D. L., & Hochbein, C. (2008). Rising to the challenges of studying school decline. Leadership and Policy in Schools, 7, 358–379.
Finnigan, K. S. (2012). Principal Leadership in Low-Performing Schools. Education and Urban Society, 44(2), 183–202.
Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., & Darwin, M. (2008). Turning around chronically low-performing schools: A practice guide (NCEE #2008 4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Hitt, D. H. (2015). “What it takes” for a turnaround: Principal competencies that matter for student achievement. A guide to thoughtfully identifying and supporting school leaders. San Francisco, CA: WestEd.
Hitt, D. H., & C. V. Meyers. (2017). Promising Leadership Practices for Rapid School Improvement that Lasts. San Francisco, CA: Center on School Turnaround at WestEd.
Hitt, D. H., Woodruff, D., Meyers, C. V., & Zhu, G. (2018). Principal Competencies that Make a Difference: Identifying a Model for Leaders of School Turnaround. Journal of School Leadership, 28(1), 56-81.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround. San Francisco, CA: Jossey-Bass.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited, School Leadership & Management, DOI:10.1080/13632434.2019.1596077
Llorent-Bedmar, V., Cobano-Delgado, V., & Navarro-Granados, M. (2019). School leadership in disadvantaged contexts in Spain. Educational Management Administration & Leadership, 47(1) 147–164.
Lumby, J. (2015). Leading schools in communities of multiple deprivation: Women principals in South Africa. Educational Management Administration & Leadership, 43(3), 400–410.
Meyers, C., & Hitt, D. (2018). Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins. School Effectiveness and School Improvement, 18(3), 362-382.
Meyers, C., & Darwin, M. (2018). International perspectives on leading low-performing schools. North Carolina: Age publishing.
Meyer, M. J., MacMillan, R. B., & Northfield, S. (2009). Principal succession and its impact on teacher morale. International Journal of Leadership in Education, 12(2), 171-185.
Mintrop, R., Órdenes, M., & Madero, C. (2018). Mejora Escolar en Chile: El énfasis de la lógica “desde afuera hacia adentro” y el desplazamiento de la lógica “desde adentro hacia afuera”. Cuaderno de Educación, 78, 1-10.
Montecinos, C., Ahumada, L., Galdames, S., Campos, F., & Leiva, MV. (2015). Targets, threats and (dis)trust: The managerial troika for public school principals in Chile. Education Policy Analysis Archives 23(87), 1-29.
Morales-Inga, S. & Morales-Tristán, O. (2020). Viabilidad de comunidades profesionales de aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores, 23(1), 91-112
Moss, R. (2004). Confidence. New York: Crown Business.
Murphy, J., & Meyers, C. V. (2008). Turning around failing schools: Leadership lessons from the organizational sciences. Thousand Oaks, CA: Corwin Press.
Murphy, J., Neumerski, C., Goldring, E. Grissom, J. & Porter, A. (2015). Bottling Fog? The Quest for Instructional Management. Cambridge Journal of Education, 46(4), 1–17.
Murakami, E., & Kearney, W. K. (2019). Principals in high-performing, high poverty, minority-serving schools in Texas. Educational leadership, culture, and success in high-need schools, 3-24.
Nicolaidou, M., & Ainscow, M. (2005). Understanding Failing Schools: Perspectives from the inside. School Effectiveness and School Improvement, 16(3), 229–248.
OECD. (2016). School Leadership for Learning: Insights from TALIS 2013. Paris: OECD Publishing. Epubahead of print 20 September 2016. DOI: http://dx.doi.org/10.1787/9789264258341-en.
Peck, C., & Reitzung, U. (2014). School turnaround fever: The paradoxes of a historical practice promoted as a new reform. Urban Education, 49, 8-38.
Shaked, H., Gross, Z., & Glanz, J. (2017). Between Venus and Mars. Educational Management Administration & Leadership, 47(2), 291-309.
Shaked, H. (2019). Perceptual inhibitors of instructional leadership in Israeli principals. School Leadership & Management, DOI: 10.1080/13632434.2019.1574734
Stringfield, S. (1998). An anatomy of ineffectiveness. In L. Stoll & K. Myers (Eds.), No quick fixes: Perspectives on schools in difficulty (pp. 209 – 221). London: Falmer Press.
Taylor, S. L., R. Bogdan. & DeVault, M. (2016). Introduction to Qualitative Research Methods: A Guidebook and Resource. 4th ed. Hoboken, NJ: Wiley.
Valenzuela, JP. Bellei, C., & De los Ríos, D. (2014). Socioeconomic school segregation in a market-oriented educational system: The case of Chile. Journal of Education Policy 29(2), 217–241.
Vanni, X., Bustos, N., Valenzuela, JP. & Bellei, C. (2018). The role of leadership in improving low-performing schools: The Chilean case (pp. 149-170). En Meyers & Darwin (2018). International perspectives on leading low-performing schools. Virginia: Age Publications.
Ylimaki, R. M., Jacobson, S. L., & Drysdale, L. (2007). Making a Difference in Challenging, High-Poverty Schools: Successful principals in the USA, England, and Australia. School Effectiveness and School Improvement, 18(4), 361–381.
Ahumada, L., Galdames, S., & Clarke, S. (2016) Understanding leadership in schools facing challenging circumstances: a Chilean case study, International Journal of Leadership in Education, 19(3), 264-279
Bellei, C. (2013). Supporting Instructional Improvement in Low-Performing Schools to Increase Students’ Academic Achievement. The Journal of Educational Research, 106(3), 235–248.
Bellei C, Morawietz L, Vanni X, & Valenzuela, JP. (2015). Nadie dijo que era fácil. Escuelas efectivas en sectores de pobreza, diez años después. Santiago, Chile: LOM Ediciones.
Bush, T., & Glover, D. (2012). Distributed leadership in action: Leading high performing leadership teams in English schools. School Leadership and Management, 32(1), 21-36.
Cai, Q. (2011). Can principals' emotional intelligence matter to school turnarounds? International Journal of Leadership in Education: Theory and Practice, 14(2), 151-179.
Chapman, C., & Harris, A. (2004). Improving schools in difficult and challenging contexts: Strategies for improvement. Educational Research, 46(3), 219–228.
Cosner, S., & Jones, M. F. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability. Journal of Educational Administration, 54(1), 41–57.
Creswell, J. (2014). Research design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage Publications.
Day, C. (2014). Resilient principals in challenging schools: the courage and costs of conviction. Teachers and Teaching, 20(5), 638–654.
Duke, D. L., Tucker, P. D., Belcher, M., Crews, D., Harrison-Coleman, J., Higgins, J., Lanphear, L. et al. (2005). Lift-off: Launching the School Turnaround Process in Ten Virginia Schools. Charlottesville, VA: Partnership for Leaders in Education.
Duke, L. (2015). Leadership for low-performing schools: A step-by-step guide to the school turnaround process. Laham, MD: Rowman & Littlefield.
Duke, D. L. (2006). What We Know and Don’t Know about Improving Low-Performing Schools. Phi Delta Kappan, 87(10), 729–734.
Duke, D. L., & Hochbein, C. (2008). Rising to the challenges of studying school decline. Leadership and Policy in Schools, 7, 358–379.
Finnigan, K. S. (2012). Principal Leadership in Low-Performing Schools. Education and Urban Society, 44(2), 183–202.
Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., & Darwin, M. (2008). Turning around chronically low-performing schools: A practice guide (NCEE #2008 4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Hitt, D. H. (2015). “What it takes” for a turnaround: Principal competencies that matter for student achievement. A guide to thoughtfully identifying and supporting school leaders. San Francisco, CA: WestEd.
Hitt, D. H., & C. V. Meyers. (2017). Promising Leadership Practices for Rapid School Improvement that Lasts. San Francisco, CA: Center on School Turnaround at WestEd.
Hitt, D. H., Woodruff, D., Meyers, C. V., & Zhu, G. (2018). Principal Competencies that Make a Difference: Identifying a Model for Leaders of School Turnaround. Journal of School Leadership, 28(1), 56-81.
Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround. San Francisco, CA: Jossey-Bass.
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited, School Leadership & Management, DOI:10.1080/13632434.2019.1596077
Llorent-Bedmar, V., Cobano-Delgado, V., & Navarro-Granados, M. (2019). School leadership in disadvantaged contexts in Spain. Educational Management Administration & Leadership, 47(1) 147–164.
Lumby, J. (2015). Leading schools in communities of multiple deprivation: Women principals in South Africa. Educational Management Administration & Leadership, 43(3), 400–410.
Meyers, C., & Hitt, D. (2018). Planning for school turnaround in the United States: an analysis of the quality of principal-developed quick wins. School Effectiveness and School Improvement, 18(3), 362-382.
Meyers, C., & Darwin, M. (2018). International perspectives on leading low-performing schools. North Carolina: Age publishing.
Meyer, M. J., MacMillan, R. B., & Northfield, S. (2009). Principal succession and its impact on teacher morale. International Journal of Leadership in Education, 12(2), 171-185.
Mintrop, R., Órdenes, M., & Madero, C. (2018). Mejora Escolar en Chile: El énfasis de la lógica “desde afuera hacia adentro” y el desplazamiento de la lógica “desde adentro hacia afuera”. Cuaderno de Educación, 78, 1-10.
Montecinos, C., Ahumada, L., Galdames, S., Campos, F., & Leiva, MV. (2015). Targets, threats and (dis)trust: The managerial troika for public school principals in Chile. Education Policy Analysis Archives 23(87), 1-29.
Morales-Inga, S. & Morales-Tristán, O. (2020). Viabilidad de comunidades profesionales de aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores, 23(1), 91-112
Moss, R. (2004). Confidence. New York: Crown Business.
Murphy, J., & Meyers, C. V. (2008). Turning around failing schools: Leadership lessons from the organizational sciences. Thousand Oaks, CA: Corwin Press.
Murphy, J., Neumerski, C., Goldring, E. Grissom, J. & Porter, A. (2015). Bottling Fog? The Quest for Instructional Management. Cambridge Journal of Education, 46(4), 1–17.
Murakami, E., & Kearney, W. K. (2019). Principals in high-performing, high poverty, minority-serving schools in Texas. Educational leadership, culture, and success in high-need schools, 3-24.
Nicolaidou, M., & Ainscow, M. (2005). Understanding Failing Schools: Perspectives from the inside. School Effectiveness and School Improvement, 16(3), 229–248.
OECD. (2016). School Leadership for Learning: Insights from TALIS 2013. Paris: OECD Publishing. Epubahead of print 20 September 2016. DOI: http://dx.doi.org/10.1787/9789264258341-en.
Peck, C., & Reitzung, U. (2014). School turnaround fever: The paradoxes of a historical practice promoted as a new reform. Urban Education, 49, 8-38.
Shaked, H., Gross, Z., & Glanz, J. (2017). Between Venus and Mars. Educational Management Administration & Leadership, 47(2), 291-309.
Shaked, H. (2019). Perceptual inhibitors of instructional leadership in Israeli principals. School Leadership & Management, DOI: 10.1080/13632434.2019.1574734
Stringfield, S. (1998). An anatomy of ineffectiveness. In L. Stoll & K. Myers (Eds.), No quick fixes: Perspectives on schools in difficulty (pp. 209 – 221). London: Falmer Press.
Taylor, S. L., R. Bogdan. & DeVault, M. (2016). Introduction to Qualitative Research Methods: A Guidebook and Resource. 4th ed. Hoboken, NJ: Wiley.
Valenzuela, JP. Bellei, C., & De los Ríos, D. (2014). Socioeconomic school segregation in a market-oriented educational system: The case of Chile. Journal of Education Policy 29(2), 217–241.
Vanni, X., Bustos, N., Valenzuela, JP. & Bellei, C. (2018). The role of leadership in improving low-performing schools: The Chilean case (pp. 149-170). En Meyers & Darwin (2018). International perspectives on leading low-performing schools. Virginia: Age Publications.
Ylimaki, R. M., Jacobson, S. L., & Drysdale, L. (2007). Making a Difference in Challenging, High-Poverty Schools: Successful principals in the USA, England, and Australia. School Effectiveness and School Improvement, 18(4), 361–381.
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Publicado
2021-06-14
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Aravena Castillo, F., & Madrid, R. (2021). Liderança nas escolas categorizadas como insuficientes no Chile: percepções das diretores. Innovaciones Educativas, 23(34), 113–129. https://doi.org/10.22458/ie.v23i34.3420
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