Loading...
Publication
A influência da liderança na motivação da classe docente
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.32 MB | Adobe PDF |
Advisor(s)
Abstract(s)
As constantes mudanças das políticas educativas, as pressões sociais, o “descrédito” da profissão pela sociedade, a desresponsabilização de muitos pais pelo processo educativo dos filhos, as tarefas burocráticas, a não progressão na carreira, entre outros, são apontados como fatores que influenciam e interferem com a motivação dos professores no desempenho das suas funções, que cada vez mais se sentem desapoiados e sem forças para lutar pela profissão que escolheram.
Este trabalho tem como objetivo geral, conhecer os fatores de desmotivação dos professores. Contudo, o foco principal prende-se com a liderança escolar, e a forma como ela poderá ou não influenciar o desempenho dos docentes, tornando-os mais ou menos motivados para o exercício da sua prática educativa.
Para a recolha de dados foi utilizado um questionário fechado ao qual responderam 66 docentes. Foi ainda empregue um questionário com perguntas abertas, ao qual responderam 4 diretores de escola.
Conclui-se, que o diretor se esforça por envolver todos os docentes, realiza as reuniões necessárias para assegurar essa participação, dando autonomia aos envolvidos.
Concluiu-se também que os fatores considerados mais relevantes em relação à motivação por parte dos docentes são a relação com os alunos, o interesse dos mesmos pelo estudo, bem como a realização pessoal.
Em relação à liderança e motivação, concluiu-se que nas escolas onde foi desenvolvido o estudo, a maioria dos docentes encontram-se motivados para o desempenho das suas funções, identificando-se com o líder (diretor) e com o seu estilo de liderança.
No que concerne ao questionário aplicado aos diretores, concluiu-se que todos os diretores inquiridos praticam um estilo de liderança democrática, incentivando a participação de todos.
Após análise dos resultados definiu-se uma proposta de intervenção.
The constant changes of education policies, the social pressures, the “disbelieve” of the profession by the society, the lack of responsibility of a lot of parents about the educational process of their children, the bureaucratic tasks, the lack of progression in the career, among others, are some of the reasons that interfere and affect the teacher’s motivation in the performance of their functions. More and more teachers feel that they are not supported and they are without strengths to fight for the career they have chosen. The main goal of this work is to get to know the causes of the teacher´s demotivation. However, the focus goes to to the school leadership, and the way it may affect or not the teacher´s performance, making them more or less motivated for the fulfilling of their educational practice. For the collection of data it was used a question form with closed answers and 66 teachers answered it. It was also used a question form with opened answers which was answered by four school principals. We can conclude that the principal makes an effort to engage all the teachers, does the necessary meetings to ensure that participation by giving them autonomy. Furthermore, we can also conclude that what affects teacher’s motivation the most is the relationship with the students, the interest of the students for the study and personal fulfillment. Regarding to the leadership and motivation, we found out that in the schools, where the survey was applied, the majority of the teachers are motivated for the performance of their functions and identify themselves with the leader (principal) and with his/her style of leadership. Concerning to the question form given to the principals, we concluded that all of them (the sample) develop a democratic style leadership encouraging the participation of all. After the analysis of the results it was defined an intervention proposal.
The constant changes of education policies, the social pressures, the “disbelieve” of the profession by the society, the lack of responsibility of a lot of parents about the educational process of their children, the bureaucratic tasks, the lack of progression in the career, among others, are some of the reasons that interfere and affect the teacher’s motivation in the performance of their functions. More and more teachers feel that they are not supported and they are without strengths to fight for the career they have chosen. The main goal of this work is to get to know the causes of the teacher´s demotivation. However, the focus goes to to the school leadership, and the way it may affect or not the teacher´s performance, making them more or less motivated for the fulfilling of their educational practice. For the collection of data it was used a question form with closed answers and 66 teachers answered it. It was also used a question form with opened answers which was answered by four school principals. We can conclude that the principal makes an effort to engage all the teachers, does the necessary meetings to ensure that participation by giving them autonomy. Furthermore, we can also conclude that what affects teacher’s motivation the most is the relationship with the students, the interest of the students for the study and personal fulfillment. Regarding to the leadership and motivation, we found out that in the schools, where the survey was applied, the majority of the teachers are motivated for the performance of their functions and identify themselves with the leader (principal) and with his/her style of leadership. Concerning to the question form given to the principals, we concluded that all of them (the sample) develop a democratic style leadership encouraging the participation of all. After the analysis of the results it was defined an intervention proposal.
Description
Keywords
Desmotivação/motivação Classe docente Líder Liderança Demotivation/motivation Teaching class Leader Leadership