PEDAGOGICAL LEADERSHIP AND COMPLEXITY IN SCHOOL MANAGEMENT: A STUDY ON SCHOOLS IN SÃO PAULO, BRAZIL

• Autor(a) principal: Roberto, Alex Moreira
• Data de Publicação: 2023
• Outros Autores: Weinstein, José
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7353
• topic: Liderança Pedagógica; Desenvolvimento Profissional Docente; Gestão Escolar; Diretor Escolar; Coordenador Pedagógico; Pedagogical Leadership; Teacher Professional Development; School Management; School Principal; Pedagogical Coordinator; Liderazgo pedagógico; Desarrollo profesional docente; Director de Escuela; Coordinación pedagógica.; Gestión escolar

This research aims to analyze the pedagogical leadership practices of principals and pedagogical coordinators who support teacher professional development in schools with high academic performance, in an intermediate socioeconomic context and with different levels of complexity in school management. A multiple case study was conducted in three public schools in São Paulo. Data collection included semi-structured in-depth interviews, focus groups, non-participant observation, shadowing, and documentation gathering. As a result, we found seven central pedagogical leadership practices directly or indirectly related to teacher professional development. The complexity in school management is focused on the implementation of such practices, that cross 14 mapped factors, distributed in five axes: student, teacher, pedagogical coordination, school organization, and educational policy. It is recommended that more complex schools have larger and more competent management teams. The study contributes to the formulation of local educational policies, highlighting the importance of leadership in school improvement and suggesting the need for additional research on management strategies.