Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/34264
Título: Changes in school governance and the reshaping of head teachers’ roles and identities in Portugal
Autor: Viseu, Sofia
Carvalho, Luís Miguel
Palavras-chave: School governance
Head Teachers’ Roles
Data: 2018
Editora: Springer
Citação: Viseu, S., & Carvalho, L. M. (2018). Changes in school governance and the reshaping of head teachers’ roles and identities in Portugal. In R. Normand, L. Min, L. M. Carvalho, D. A. Oliveira, & L. LeVasseur (Eds.), Education policies and the restructuring of the educational profession. Global and comparative perspectives (pp. 57-70). Singapore: Springer Verlag. Doi: 10.1007/978-981-10-8279-5_5
Resumo: The last 20 years have seen an ongoing redefinition of public policies regarding school management in Portugal. This reconfiguration has brought implications for the conditions, processes and practices of head teachers’ work. The proposed changes are part of a movement of changes in school management which is occurring on a transnational scale and is associated with a common denominator: public administration reforms implemented by the New Public Management (NPM). This chapter focuses on the ways NPM assumptions, which directly or indirectly influence head teachers’ work, are being received and interpreted by these actors in Portugal. Our interest stems from the assumption that NPM orientations coexist with national policies, local contexts and historically constituted frames of reference regarding the role of head teachers, thus creating some degree of ambiguity and uncertainty in school management. Hence, the various ways these orientations are received by head teachers are taken as analysers of the continuities, changes and tensions in the regulation processes regarding school leadership and management. The chapter is based on an empirical study developed on the basis of interviews conducted with head teachers , with a view to better understanding the changes they perceive in their work. The findings of the study point to an increasing complexity of the regulation processes, which we believe derives from the coexistence of traditional regulation methods with the emergence of NPM regulation methods. We have also drawn some conclusions as to the effect they have on the perceptions, meanings and orientations for head teachers’ action.
Peer review: yes
URI: http://hdl.handle.net/10451/34264
DOI: 10.1007/978-981-10-8279-5_5
ISBN: 978-981-10-8278-8 (Print)
978-981-10-8279-5 (Online)
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