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A importância da liderança emocional no exercício da função de diretor: um estudo de caso num agrupamento de escolas do Algarve
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| 1.64 MB | Adobe PDF |
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Abstract(s)
A liderança tem sido, ao longo dos tempos, tema de muitas investigações. Segundo Chiavenato (2014), a liderança é a capacidade de um líder influenciar pessoas ou grupos na consecução dos objetivos de uma organização (p. 126), sendo que “a tarefa essencial da liderança é de natureza emocional” (Goleman et al., 2002, p. 9).
Este estudo tem como objetivo geral analisar a importância da liderança emocional no exercício da função de diretor escolar de um agrupamento de escolas do Algarve e baseia-se no modelo da inteligência emocional e nos quatro domínios e respetivas competências definidos por Goleman et al. (2002). Adicionalmente, quisemos perceber qual a perceção por parte dos docentes e não docentes em relação à liderança emocional do diretor e ver se há diferenças entre ambos.
É apresentado um enquadramento teórico-conceptual onde se aborda a evolução da autonomia, administração e gestão escolar em Portugal, a escola como organização, os vários tipos de liderança e a sua relação com a inteligência emocional.
O presente estudo de caso, de cariz exploratório, insere-se no paradigma qualitativo de investigação, tendo sido aplicado a um agrupamento de escolas do Algarve. Foi utilizada, complementariamente, uma metodologia mista na recolha dos dados: aplicação de um inquérito por questionário a 92 docentes e 53 não docentes e aplicação de um inquérito por entrevista semiestruturada, ao diretor do agrupamento.
Os resultados do estudo revelaram que o diretor apresenta características de inteligência emocional, no entanto, registaram-se diferenças de perceção entre docentes e não docentes. Os docentes valorizam mais o domínio da consciência social, enquanto os não docentes valorizam o domínio da autoconsciência. No entanto, ambos os grupos reconhecem que as competências mais relevantes são a capacidade de realização, empatia e liderança inspiradora do diretor. Em relação aos estilos de liderança, o diretor adota uma abordagem adaptativa, o que permite responder mais eficazmente às necessidades do agrupamento.
As conclusões deste estudo permitem destacar a importância de reconhecer e gerir emoções, promover uma liderança partilhada e valorizar todos os colaboradores do agrupamento no que diz respeito à liderança de diretor escolar.
Leadership has been the subject of many investigations throughout history. According to Chiavenato (2014), leadership is the ability of a leader to influence people or groups in achieving the goals of an organization (p. 126), and "the essential task of leadership is of an emotional nature" (Goleman et al., 2002, p. 9). The general objective of this study is to analyze the importance of emotional leadership in the role of the headmaster in a group of schools in the Algarve region, based on the model of emotional intelligence and the four domains and respective competencies defined by Goleman et al. (2002). Additionally, we wanted to understand the perception of both teaching and non-teaching staff regarding the emotional leadership of the headmaster and see if there are any differences between them. The study provides a theoretical-conceptual framework that addresses the evolution of autonomy, administration, and school management in Portugal, the school as an organization, the various types of leadership, and their relationship with emotional intelligence. This exploratory case study is conducted within the qualitative research paradigm and focuses on a group of schools in the Algarve region. A mixed methodology was used for data collection, which included a questionnaire survey administered to 92 teachers and 53 non-teaching staff members, as well as a semi-structured interview questionnaire administered to the headmaster. The results of the study revealed that the headmaster demonstrates characteristics of emotional intelligence; however, there were differences in perception among teachers and non-teaching staff. Teachers place more value on the domain of social awareness, while non-teaching staff value the domain of self-awareness. However, both groups recognize that the most relevant competencies are the ability to achieve goals, empathy, and inspirational leadership of the headmaster. Regarding leadership styles, the headmaster adopts an adaptive approach, which allows for a more effective response to the needs of the school group. The conclusions of this study highlight the importance of recognizing and managing emotions, promoting shared leadership, and valuing all staff members of the school group in relation to the role of the school headmaster.
Leadership has been the subject of many investigations throughout history. According to Chiavenato (2014), leadership is the ability of a leader to influence people or groups in achieving the goals of an organization (p. 126), and "the essential task of leadership is of an emotional nature" (Goleman et al., 2002, p. 9). The general objective of this study is to analyze the importance of emotional leadership in the role of the headmaster in a group of schools in the Algarve region, based on the model of emotional intelligence and the four domains and respective competencies defined by Goleman et al. (2002). Additionally, we wanted to understand the perception of both teaching and non-teaching staff regarding the emotional leadership of the headmaster and see if there are any differences between them. The study provides a theoretical-conceptual framework that addresses the evolution of autonomy, administration, and school management in Portugal, the school as an organization, the various types of leadership, and their relationship with emotional intelligence. This exploratory case study is conducted within the qualitative research paradigm and focuses on a group of schools in the Algarve region. A mixed methodology was used for data collection, which included a questionnaire survey administered to 92 teachers and 53 non-teaching staff members, as well as a semi-structured interview questionnaire administered to the headmaster. The results of the study revealed that the headmaster demonstrates characteristics of emotional intelligence; however, there were differences in perception among teachers and non-teaching staff. Teachers place more value on the domain of social awareness, while non-teaching staff value the domain of self-awareness. However, both groups recognize that the most relevant competencies are the ability to achieve goals, empathy, and inspirational leadership of the headmaster. Regarding leadership styles, the headmaster adopts an adaptive approach, which allows for a more effective response to the needs of the school group. The conclusions of this study highlight the importance of recognizing and managing emotions, promoting shared leadership, and valuing all staff members of the school group in relation to the role of the school headmaster.
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Keywords
Administração e gestão escolar Liderança escolar Inteligência emocional Estilos de liderança