The possibility to report misconduct at your workplace is fundamental in the public sector. Studies about employees who blow the whistle have been made before but not from the perspective of the manager and how they handle it and what kind of support they have. The meaning of this study is from a manager perspective, in this case school leaders, is to see what kind of support they have and what role the school leader has, if they are representing the teachers or the political administration. Based on different theories concerning whistleblowing and different kinds of official types and organizational models, this study intends to answer where school leaders see themselves in the borderland between working based on the Education Act and based on the Local Government Act and the economic rule that prevail. The study also deals with the power perspective based on the school leader’s role in the own organization’s hierarchy, both as the highest in command at its school unit and as subordinate to an administration/board/owner. In this study, seven school leaders and one person who is very familiar with how the administration works with issues concerning misconduct are interviewed. Based on the answers from those interviews, it has been possible to draw some conclusions and see several common denominates among the respondents, including that school leaders rely more on their own profession when it comes to problem management than using the administration’s/head office’s collective expertise. / Möjligheten att rapportera missförhållanden på sin arbetsplats är en grundläggande del i den offentliga verksamheten. Visselblåsning gjorda av medarbetare har varit föremål för studier tidigare men chefens perspektiv av att kunna hantera dem och stödet de får när det sker finns inte dokumenterat i samma utsträckning. Syftet är att utifrån ett chefsperspektiv, i detta fall skolledare, undersöka det stöd som finns och vilken roll som skolledare främst företräder, lärarkåren eller huvudmannen. Utifrån olika teorier som rör visselblåsning och olika typer av tjänstepersonstyper samt organisationsmodeller ämnar denna undersökning svara på vad skolledare ser sig själva som i gränslandet mellan att arbeta utifrån skollagen och utifrån kommunallagen och de ekonomiska regler som råder där. Undersökningen behandlar även maktperspektivet utifrån skolledarens roll i den egna organisationens hierarki, både som högst ansvarig på sin skolenhet och som underställd en förvaltning/nämnd eller styrelse/ägare. I denna undersökning intervjuas sju skolledare och en person som är insatt i hur förvaltningen arbetar med frågor som rör missförhållanden. Utifrån intervjuerna har det gått att dra slutsatser och se flera gemensamma nämnare hos respondenterna, bland annat att skolledare förlitar sig mer på den egna professionen när det kommer till problemhantering än att använda sig av förvaltningens/huvudkontorets samlade expertis.

Submitted by ANA LUCIA GARCIA PARRO null (analucia_caf@yahoo.com.br) on 2016-03-28T01:52:29Z No. of bitstreams: 1 TESE FINAL.pdf: 1002789 bytes, checksum: edb68337424275e5acba23f3d23a58d3 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-28T17:55:30Z (GMT) No. of bitstreams: 1 parro_alg_dr_mar.pdf: 1002789 bytes, checksum: edb68337424275e5acba23f3d23a58d3 (MD5) / Made available in DSpace on 2016-03-28T17:55:30Z (GMT). No. of bitstreams: 1 parro_alg_dr_mar.pdf: 1002789 bytes, checksum: edb68337424275e5acba23f3d23a58d3 (MD5) Previous issue date: 2016-03-01 / Como parte das pesquisas que estudam o cotidiano da escola e as ações construídas por seus diferentes integrantes, esta tese teve por objetivo identificar, analisar e tencionar as concepções veiculadas pela política educacional dos dois últimos governos paulistas (2007 a 2014) e as concepções vivenciadas pelos diferentes integrantes de escolas públicas paulistas a respeito da avaliação externa em larga escala, gestão da escola e qualidade da educação escolar. O referencial adotado compreende a escola como produtora de políticas, apesar de inserida em um contexto de implementação de programas marcados pela valorização do controle e dos resultados de aprendizagem. Dentre os procedimentos metodológicos, destacam-se a observação de escolas públicas com maior e menor índice de desempenho na avaliação externa em larga escala do estado de São Paulo (IDESP de 2011) e entrevistas semi-estruturadas com diferentes integrantes das escolas (pais, professores, diretor de escola, vice e professor coordenador). São analisadas, também, propostas oficias da Secretaria da Educação paulista destes dois últimos mandatos governamentais. A pesquisa apontou, entre outros elementos, que, embora sejam criados espaços para construção de acordos e formas de organização próprias de cada escola, as concepções presentes nas escolas se aproximam daquelas que são propostas oficialmente. As relações e contradições entre as concepções veiculadas pelas diretrizes governamentais e o que é concebido e vivenciado no cotidiano escolar, apontadas por esta pesquisa podem contribuir com a discussão das reais possibilidades de a escola vir a desenvolver uma formação de qualidade, no seu sentido social. / Introduced in the scope of researches that study the school routine and the actions set up by its different members, this thesis had as objective to identify, analyze and intend the conceptions conveyed by the school politics of São Paulo State government of the last two administrations (2007 to 2014) and the conceptions experienced by the different members of São Paulo public schools concerning the large-scale external assessment, school management and quality of school education. Starting from a referential that understands the school as policies producer, despite inserted in a context of implementation of programs marked by the valorization of control and the learning results. Among the methodological procedures, stands out the observation of public schools with higher and lower performance index in the large-scale external assessment of São Paulo State (IDESP of 2011) and semi-structured interviews with different school members (parents, teachers, school principal, vice school principal and coordinator teacher). We also analyzed official proposals of the São Paulo State Secretary of Education in the last government mandates. The research indicated, among other elements, that, while the guidelines and official proposed goals head the school pedagogical work, the institutions routine is marked by the building of rules and own agreement of each group and of the school management. The relations and contradictions between the conceptions conveyed by the government guidelines and what is built and experienced in the school routine, indicated by this research, can contribute to the discussion of the real possibilities of the school to develop quality education , in its social meaning.

Cette thèse de doctorat a pour but d'établir une comparaison de l'évolution de la profession et du vécu de la profession enseignante sur la période allant de 1970 à 2000. Cette période permet d'axer la comparaison sur les évolutions politiques, différentes dans les deux zones géographiques : en Allemagne, la Réunification bouleverse l'ensemble de la société et entraîne tout le système scolaire dans une période de réformes ; en France, l'évolution politique et de la société est, en comparaison, linéaire. Les réformes concernant la formation et le statut des enseignants sont ici mises en perspective par rapport aux différents types de modernisation.Après avoir justifié la comparaison entre la France, la RDA et les nouveaux Länder, ce travail entend définir les types de modernisation à l’oeuvre dans les zones géographiques et politiques observées. La méthodologie employée pour la récolte et l'analyse des données est celle de la sociologie interactionniste des professions, et s'appuie sur un matériel empirique composé de récits de carrière récoltés effectués d'enseignants et enseignantes situés à Lyon et à Leipzig, et dont la carrière dans l'enseignement a débuté entre 1970 et 2000.Un deuxième bloc s'attache à l'évolution des systèmes scolaires dans les pays concernés, en se concentrant sur la formation et le statut des enseignants. Les contextes historiques et éducatifs nécessaires à l'étude sont définis ici.La troisième grande partie est composée du traitement des entretiens, et compare l'évolution relatée par les enseignants de la profession. Cette partie est découpée en huit sous-parties, catégories d'analyse construites après analyse des entretiens. Ces sous-parties appelées « items » sont le coeur de la comparaison, en éclairant les catégories construites sous plusieurs angles : évolution temporelle, évolution politique, groupes professionnels, caractères communs et personnels. / The main objective of this thesis is to establish a comparison of the teachers professions evolution and lived careers, in the time period going from 1970 to 2000. This period allows us to concentrate the comparison on the political evolutions, which are different in the two considered geographic areas: in GDR and Germany, the Reunification disrupts the whole society and leads the land in a total reform period; in France, the political and societal evolution is, in comparison, quite linear. The reforms about the teachers education and status are taken in this work under the perspective of the different types of modernization.After the justification of the interest of comparing France, the GDR and the new Länder of Germany, this thesis aims the definition of the types of modernization we can find in the considered geographic and politic contexts. The methodology we used in this work to gather and analyse the data is the interactionist profession sociology, and the empiric data used is a corpus of teachers career interviews realised in Lyon and Leipzig. The interviewed teachers began their career as teacher between 1970 and 2000.A second part is centered in the observation of the evolution of the school systems in the concerned countries, and especially teachers education and status. The historical and educative contexts we used for this study are defined here.The third part is the empiric part, and is about the analysis of the interviews. The evolutions the teachers told about the profession are compared in this part. It is composed of eight categories, built after the interviews analysis. They are at the heart of the comparison, and shows the categories we built under many lights: temporal evolution, political evolution, professional groups, personal and common features.