Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T15:27:29Z No. of bitstreams: 2 Dissertação - Silviany da Silva Coutinho Guimarães - 2017.pdf: 5001967 bytes, checksum: 5f89bf97aff8d2d256ace1680c8eb5c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-18T15:28:11Z (GMT) No. of bitstreams: 2 Dissertação - Silviany da Silva Coutinho Guimarães - 2017.pdf: 5001967 bytes, checksum: 5f89bf97aff8d2d256ace1680c8eb5c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-18T15:28:11Z (GMT). No. of bitstreams: 2 Dissertação - Silviany da Silva Coutinho Guimarães - 2017.pdf: 5001967 bytes, checksum: 5f89bf97aff8d2d256ace1680c8eb5c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-18 / This paper aims to investigate the impressions of management and teachers about the school's mission and use of strategic planning. The study participants were 5 public school teachers, one of whom was the principal of the school, in a municipality in the southwestern region of Goiás, who helped me to know the daily life of the special school classroom and the difficulties experienced for them to carry out a planning that represents their reality and meets the requirements of the school. The theoretical assumptions of the work were studies on strategic planning and school mission in the area of Management, existing planning models and research carried out on the application of these concepts and tools in the area of Education. The research is based on a qualitative analysis that seeks to know the school reality of teachers, with the challenge of using a management tool to carry out their planning aimed at meeting or achieving the mission of the educational institution. Through this case study, using the interventional research and evaluation of the school planning, we sought to know how to relate them to the mission of the educational institution. The instruments used in the research were: semi-structured interviews, questionnaires and field notes. According to the participants' view, the results of the study indicate that although the school's study plans are not generally guided by its mission, the work done at school can have better results if strategic planning is implemented by the school staff. / Este trabalho tem como objetivo investigar as impressões da Gestora e professoras sobre a missão da escola e uso do planejamento estratégico. As participantes do estudo foram cinco professoras de escola pública, sendo uma delas a gestora da escola, de um município do interior da região sudoeste de Goiás. Elas me ajudaram a conhecer o dia a dia da sala de aula do ensino especial e as dificuldades vivenciadas em realizar um planejamento que representasse a sua realidade e atendesse às exigênciasda escola em estudo. Os pressupostos teóricos do trabalho foram os estudos sobre planejamento estratégico e missão da escola, na área de Administração, modelos de planejamento existentes e pesquisas realizadas sobre a aplicação desses conceitos e ferramentas na área da Educação. A pesquisa é baseada em uma análise qualitativa, que busca conhecer a realidade escolar de professores, com o desafio de utilizar uma ferramenta da administração para realizar seus planejamentos voltados a atender ou a alcançar a missão da instituição de ensino. Por meio desse estudo de caso, usando a pesquisa interventiva e avaliação dos planejamentos realizados na escola, buscou-se conhecer como relacioná-los à missão da instituição de ensino. Os instrumentos utilizados na pesquisa foram: entrevista semiestruturada, questionários e notas de campo. Os resultados do trabalho apontam, conforme a visão das participantes, que embora os planejamentos da escola em estudo não sejam orientados pela sua missão, o trabalho realizado na escola pode ter resultados melhores caso possa ter o planejamento estratégico aplicado pela equipe escolar.

The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the different levels of implementation of these behaviors. The conceptual framework for this study was instructional leadership. The research questions were created to collect data that described specific instructional leadership practices as well as contextual factors that positively affect student growth and influence the different levels of implementation of instructional leadership practices. Using qualitative case study design, data were collected from a sample of 16 elementary principals serving students in 1 school district in a southeastern state identified by student consistent performance on the Progress and School Climate components of the College and Career Readiness Performance Index. Data were collected through face-to-face interviews. Coding and thematic analysis were used to analyze interview data. Key themes included an emphasis on data driven decision making, the importance of a clearly defined mission and a positive school climate. This research may contribute to positive social change as consistent implementation of the specific instructional leadership practices identified in this study could have a positive effect on student growth and learning in elementary schools.

The aim of this research was to explore the principals’ perceptions of their instructional leadership role in the improvement of literacy and numeracy in the Foundation Phase. This study was guided by a desire to find out and understand what principals perceive as their instructional leadership role in the improvement of literacy and numeracy. Although instructional leadership has been studied intensively, these studies have not explicitly considered principals’ perceptions of this concept. Most of the research has tended to explain this phenomenon from other stakeholders’ point of view. There has been very little research that has sought to understand how and in what ways principals view their instructional leadership role. As a domain of school leadership, instructional leadership is viewed by many as the primary role of principals which is meant to ensure effective and efficient teaching and learning. The deteriorating level of learner performance in both national and international tests has prompted the South African ministry of education to redirect efforts and seriously consider the importance of basic numeracy and literacy skills. The Department of Basic Education introduced programmes, namely the Foundations For Learning Campaign, the Annual National Assessment and Action Plan to 2014 to address the problems of learners’ inability to read, make basic calculations and write. This study is, thus, premised on the assumption that literacy and numeracy are prerequisites for learners’ future learning. To best understand instructional leadership, six primary school principals were purposefully sampled according to their schools’ performance in the 2012 Annual National Assessment results. They were sampled as “good”, “average”, and “poor” performing schools. All these participants shared the same socio-economic background and were situated in the deep rural villages of Limpopo Province. Semi-structured interviews were used as a data collecting technique for the study. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Education Management and Policy Studies / unrestricted

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