Teachers’ Perspectives on Planning for School Improvement: Processes, Critical Factors, and Perceived Outcomes

Marisa Carvalho; Ilídia Cabral; José Verdasca; José Matias Alves

doi:10.21814/rpe.25152

Autores

Marisa Carvalho Universidade Católica Portuguesa, Portugal
Ilídia Cabral Universidade Católica Portuguesa, Portugal
José Verdasca Universidade de Évora, Portugal
José Matias Alves Universidade Católica Portuguesa, Portugal

DOI:

https://doi.org/10.21814/rpe.25152

Palavras-chave:

Melhoria das escolas, Estratégia, Planeamento estratégico, Estudo qualitativo

Resumo

O planeamento estratégico e a ação estratégica foram identificados como marcos valiosos para a melhoria da escola. Por conseguinte, as reformas escolares em diferentes partes do mundo exigiram um planeamento formal para apoiar a melhoria. No entanto, o planeamento nem sempre é totalmente adotado e baseado em conhecimento, o que levanta questões sobre a eficácia das escolas no planeamento estratégico e nos processos de ação. Nesse sentido, é importante desenvolver uma melhor compreensão do planeamento e da ação estratégicos. Este estudo centra-se nos processos de planeamento nas escolas portuguesas, explorando a forma como três escolas se envolveram em processos de planeamento estratégico de ação. Foi realizado um estudo qualitativo. Foram identificados os processos estratégicos das escolas, os fatores críticos para uma ação e planeamento estratégicos de alta qualidade e os resultados percebidos de planos de ação estratégica. Os resultados indicam que as escolas adotaram planos de ação estratégica, apesar das dificuldades encontradas durante o processo de planeamento e implementação. O planeamento foi limitado por prazos bem como pelas limitadas oportunidades de participação dos professores e de outros intervenientes educativos. Apoio financeiro e recursos humanos limitados foram identificados como fatores que dificultam a implementação do plano. O compromisso com a missão escolar foi identificado como o principal fator que facilita o planeamento e a ação. Os resultados deste estudo apontam para desafios significativos para os decisores políticos e líderes escolares. Também tem implicações relevantes para pesquisas futuras relacionadas com a melhoria escolar.

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