The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception

Detalhes bibliográficos
Autor(a) principal: Simões, Cristina
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2022.10959
Resumo: The transformational leadership of the Principals encourages the implementation of innovative practices. This investigation aims to reflect on the impact of Principals’ leadership on the implementation of Autonomy and Curriculum Flexibility (ACF), from the perspective of teachers, rethinking how transformational leadership behaviors have an impact on the operationalization of this process. The questionnaire, self-completed by 172 teachers (Mage = 50.73, SD = 6.19), consists of three parts, including the Multifactor Leadership Questionnaire (MLQ). In the Portuguese context, those leaders are characterized by transformational and transactional behaviors, with better scores in the dimension of inspirational motivation. The data collected also revealed that transformational leadership has an impact and is a predictor of the quality of implementation of ACF in schools. Being transformational leadership that promotes the ACF, the implications of the study for Principals, schools, and public policies are discussed.
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spelling The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perceptionO impacto da liderança dos diretores na autonomia e flexibilidade curricular: perceção dos professoresThe transformational leadership of the Principals encourages the implementation of innovative practices. This investigation aims to reflect on the impact of Principals’ leadership on the implementation of Autonomy and Curriculum Flexibility (ACF), from the perspective of teachers, rethinking how transformational leadership behaviors have an impact on the operationalization of this process. The questionnaire, self-completed by 172 teachers (Mage = 50.73, SD = 6.19), consists of three parts, including the Multifactor Leadership Questionnaire (MLQ). In the Portuguese context, those leaders are characterized by transformational and transactional behaviors, with better scores in the dimension of inspirational motivation. The data collected also revealed that transformational leadership has an impact and is a predictor of the quality of implementation of ACF in schools. Being transformational leadership that promotes the ACF, the implications of the study for Principals, schools, and public policies are discussed.A liderança transformacional, exercida pelo Diretor das escolas, está relacionada com a concretização de práticas educativas inovadoras. A presente investigação tem como objetivo refletir sobre o impacto da liderança dos Diretores na implementação da Autonomia e Flexibilidade Curricular (AFC), segundo a perceção dos professores, repensando-se de que forma os comportamentos de liderança transformacional têm efeitos na operacionalização deste processo. O questionário, autopreenchido por 172 professores (Midade = 50.73, DP = 6.19), é constituído por três partes, incluindo o Questionário de Liderança Transformacional (QLT). No contexto português, estas lideranças são caracterizadas por comportamentos transformacionais e transacionais, observando-se melhores valores na dimensão da motivação inspiradora. Os dados recolhidos revelaram, igualmente, que a liderança transformacional tem impacto e é preditora da qualidade de implementação da AFC nas escolas. Dado que a liderança transformacional é a que mais impulsiona a AFC, neste artigo são discutidas as implicações do estudo para estas lideranças, as escolas e as políticas públicas.Universidade Católica Portuguesa2022-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2022.10959https://doi.org/10.34632/investigacaoeducacional.2022.10959Revista Portuguesa de Investigação Educacional; No 23 (2022): Voz dos alunos e participação na escola; 1-27Revista Portuguesa de Investigação Educacional; n. 23 (2022): Voz dos alunos e participação na escola; 1-272182-46141645-400610.34632/investigacaoeducacional.2022.n23reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10959https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10959/11172Direitos de Autor (c) 2022 Cristina Simõeshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSimões, Cristina2024-02-02T06:00:53Zoai:ojs.revistas.ucp.pt:article/10959Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:59:48.029196Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
O impacto da liderança dos diretores na autonomia e flexibilidade curricular: perceção dos professores
title The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
spellingShingle The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
Simões, Cristina
title_short The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
title_full The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
title_fullStr The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
title_full_unstemmed The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
title_sort The impact of principals’ leadership on autonomy and curriculum flexibility: teachers’ perception
author Simões, Cristina
author_facet Simões, Cristina
author_role author
dc.contributor.author.fl_str_mv Simões, Cristina
description The transformational leadership of the Principals encourages the implementation of innovative practices. This investigation aims to reflect on the impact of Principals’ leadership on the implementation of Autonomy and Curriculum Flexibility (ACF), from the perspective of teachers, rethinking how transformational leadership behaviors have an impact on the operationalization of this process. The questionnaire, self-completed by 172 teachers (Mage = 50.73, SD = 6.19), consists of three parts, including the Multifactor Leadership Questionnaire (MLQ). In the Portuguese context, those leaders are characterized by transformational and transactional behaviors, with better scores in the dimension of inspirational motivation. The data collected also revealed that transformational leadership has an impact and is a predictor of the quality of implementation of ACF in schools. Being transformational leadership that promotes the ACF, the implications of the study for Principals, schools, and public policies are discussed.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34632/investigacaoeducacional.2022.10959
https://doi.org/10.34632/investigacaoeducacional.2022.10959
url https://doi.org/10.34632/investigacaoeducacional.2022.10959
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10959
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10959/11172
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2022 Cristina Simões
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2022 Cristina Simões
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Católica Portuguesa
publisher.none.fl_str_mv Universidade Católica Portuguesa
dc.source.none.fl_str_mv Revista Portuguesa de Investigação Educacional; No 23 (2022): Voz dos alunos e participação na escola; 1-27
Revista Portuguesa de Investigação Educacional; n. 23 (2022): Voz dos alunos e participação na escola; 1-27
2182-4614
1645-4006
10.34632/investigacaoeducacional.2022.n23
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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