Competências gerenciais do gestor escolar em instituições privadas de ensino frente à liderança sustentável educativa

Abstract

School management is closely linked to educational practice by maintaining a close commitment to the transformations experienced by society over the years. Thus, school managers need to seek a broad vision within the educational environment, essentially with regard to the development of sustainable leadership, in which a long-term commitment to the school is established, based on the economic, environmental and social pillars. In this sense, the present study aims to understand the development of managerial competencies of school managers of private institutions of basic education, in Campina Grande - PB, from the perspective of sustainable educational leadership. It is a work of an applied, exploratory and descriptive nature, of qualitative character, supported by an interpretative paradigm. The study was conducted in the city of Campina Grande - PB and the data obtained through semistructured interviews. Thus, 10 interviews were conducted with managers of 4 private schools, which have more than 500 students enrolled and took care of the participating institutions to have a similar profile, offering from Early Childhood Education to High School, as well as the socioeconomic level of their student. After data collection, the interviews were fully transcribed from the recordings and the thematic-category content analysis was applied, with categories obtained a priori, from the literature, and posteriori, based on the data collected through the managers' narratives. When analyzing the data, it was possible to observe that the professional and personal experiences and experiences of managers are fundamental for the development of managerial skills in the technical, social and behavioral dimensions. These skills are based on the democratic pillars of participatory management and based on the principles of sustainable leadership. Despite the daily challenges faced in school management, it was observed that managers have, as a guide, a democratic and participatory management for their performance as leaders in seeking to promote their development and the improvement of their pedagogical actions. This type of management is evidenced as one of the best paths to be followed in search of the "ideal" school, since it covers the articulation with faculty, collaborators, students, family, community and environment. Thus, the results showed that managers care about improving the teaching-learning process, have confidence in their team, seek the development and strengthening of citizenship through their actions and aim for a shared leadership style. Thus, it can be inferred, with the study, that changes over the years have transformed school management and demonstrating their concern with school performance, with the quality of teaching, with the formation of the citizen and, consequently, the search for a more just, egalitarian, inclusive society and with respect to diversity. And, the manager, despite not being solely responsible for the results, is the main articulator in this process, fostering a collaborative environment.