No description available.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-11T11:25:09Z No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-16T13:32:32Z (GMT) No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) / Made available in DSpace on 2017-10-16T13:32:32Z (GMT). No. of bitstreams: 1 mariamarlenevieirafreitas.pdf: 1263305 bytes, checksum: 5d2f5549a9c6931d07bd0e03fd2647bf (MD5) Previous issue date: 2017-02-24 / A Superintendência Escolar é um projeto desenvolvido na rede estadual de educação no Estado do Ceará desde 2008. Trata-se de um serviço de apoio à gestão das escolas e de monitoramento dos indicadores educacionais. O projeto busca colaborar com a dinâmica do diretor da escola, ajudando-o a refletir sobre suas ações, resultados alcançados, instrumentos de gestão e processos escolares a partir da intervenção do Superintendente Escolar, agente externo que realiza as ações de acompanhamento às escolas. O caso de gestão investigou o desenvolvimento desse projeto. Como estratégia metodológica, foi realizado um estudo de caso em três escolas situadas no município de Fortaleza. A pesquisa, de cunho qualitativo, foi realizada por meio de entrevista semiestruturada com os diretores, coordenadores das escolas e com os Superintendentes Escolares que acompanham cada uma das três escolas. O objetivo do estudo foi levantar insumos que pudessem contribuir para as ações de gestão que impactam na melhoria dos indicadores educacionais, além de identificar pontos de vulnerabilidade no âmbito do desenvolvimento do projeto. O referencial teórico utilizado foi baseado em autores como Perez (2010), Lück (2009 e 2013), Mainardes (2006) e Conde (2012). Os resultados encontrados demonstram boas proposições quanto às práticas da Superintendência Escolar. Entretanto, foram detectados, por meio da pesquisa de campo, aspectos que requerem ajustes, tais como planejamento das ações e perfil/formação inicial e continuada do Superintendente. Para tanto, foi proposto um Plano de Ação Educacional – PAE, com propostas de intervenção quanto a esses aspectos, a fim de contribuir para a consolidação da Superintendência Escolar como uma política pública de acompanhamento e monitoramento das ações da gestão escolar. / The School Superintendency is a project developed in the state education network in the State of Ceará since 2008. It is a service to support the management of schools and monitoring of educational indicators. The project seeks to collaborate with the dynamics of the school director, helping him to reflect on his actions, results achieved, management tools and school processes from the intervention of the Superintendent School, external agent that carries out the follow-up actions to schools. The case management investigated the development of this project. As a methodological strategy, a case study was carried out in three schools located in the city of Fortaleza. The qualitative research was carried out through a semistructured interview with the directors, school coordinators and the School Superintendents that accompany each one of the three schools. The objective of the study was to raise inputs that could contribute to management actions that impact on the improvement of educational indicators, as well as identifying vulnerability points within the scope of project development. The theoretical framework used was based on authors such as Perez (2010), Lück (2009 and 2013), Mainardes (2006) and Conde (2012). The results show good propositions regarding the practices of the School Superintendent. However, aspects that require adjustments, such as planning the actions and the initial and continuous profile / formation of the Superintendent, were detected through field research. Therefore, an Educational Action Plan (PAE) was proposed, with proposals for intervention on these aspects, in order to contribute to the consolidation of the School Superintendence as a public policy of monitoring and monitoring the actions of school management.

World-wide, countries struggle with providing equitable education to all children, where the socioeconomic (SES) background of the students does not affect their educational attainment and achievement. School segregation has been shown in previous research to exacerbate the influence of family background on educational achievement and attainment. In 2019, the Swedish National Agency for Education (NAE) initiated a network between seven superintendents in charge of compulsory education where focus was on school segregation. Through reflexive thematic analysis of semi-structured interviews conducted with six of the superintendents, this research aims to identify what can be learnt from the network project with regards to (1) how school segregation can be tackled by superintendents and (2) using such networks as a method for collaboration. The results indicate that NAE-organized networking between superintendents can be a fruitful way to facilitate professional learning for superintendents by providing a forum they do not usually have access to, where vulnerability and openness is encouraged, and the superintendents help each other develop professionally. With regards to school segregation, the results indicate that the superintendents chose to focus on tackling the negative effects of school segregation by enacting leadership actions aimed at improving instructional quality in the schools with the lowest educational achievement. The findings indicate that superintendents may be able to reduce SES disparities in educational attainment and achievement through enacting and communicatively encouraging leadership actions oriented towards achieving tight coupling, boundary spanning practices. / Världen över har länder svårigheter i att ge en jämlik utbildning till alla barn, där elevernas socioekonomiska bakgrund inte påverkar deras resultat och möjlighet att tillgodogöra sig utbildningen. Tidigare forskning visar att skolsegregation förhöjer familjebakgrundens effekter på utbildningsresultaten. 2019 initierade Skolverket ett nätverk mellan sju skolchefer med ansvar för grundskolan, som fokuserade på skolsegregation. Genom reflexiv tematisk analys av semistrukturerade intervjuer med sex av skolcheferna syftar uppsatsen till att identifiera vad som kan läras av nätverksprojektet med avseende på (1) hur skolchefer kan arbeta med skolsegregation och (2) användande av den här typen av nätverk som metod för samarbete. Resultaten indikerar att nätverk mellan skolchefer, organiserat av Skolverket, kan vara ett framgångstikt sätt att främja professionellt lärande för skolchefer, genom att ge dem tillgång till ett forum de vanligtvis inte har tillgång till, där sårbarhet och öppenhet uppmuntras, och där skolchefer kan stödja varandra i sin professionella utveckling. Gällande skolsegregationen indikerar resultaten att skolcheferna i den här studien valde att fokusera på att minska de negativa effekterna av skolsegregationen genom att tillämpa ledarskapshandlingar som syftade till att höja den pedagogiska kvaliteten i de skolor med lägst resultat. Slutligen indikerar studien att skolchefer kan ha en roll i att minska minska betydelsen av elevers socioekonomiska bakgrund på skolresultaten genom att tillämpa och främja användandet av ledarskapshandlingar som syftar till att uppnå tight coupling och gränsöverskridande arbete.

Rollen som skolchef i Sverige idag innebär ett ansvar för att alla styrdokument förutbildningen följs. Det finns dock inga lagstadgade erfarenhetskrav för skolchefer.Huvudmannen för utbildningsorganisationen bestämmer vilka erfarenheter och kunskapersom skolchefen behöver. Denna studie fokuserar på yrkeslivsberättelser från tre skolcheferinom en förskoleorganisation som alla har pedagogisk bakgrund. Studiens syfte är attundersöka skolchefers berättelser om deras yrkesresa från pedagog till skolchef samt attanalysera de yrkesidentiteter som framträder. Studien tillämpar en livsberättelseansats ochanvänder sig av en narrativ teorigrund. Genom tematisk narrativ analys presenterar studien deenskilda yrkeslivsberättelserna i sin helhet. Därefter följer en jämförande analys av likheteroch skillnader mellan berättelserna utifrån teoretiska begrepp. Studiens resultat och analysger, i form av berättelser, en bild av skolchefernas yrkesresor från pedagoger till skolcheferoch de individuella yrkesidentiteter som framträder. Utifrån studiens gemensamma analys sesskillnader i vad som är mest framträdande för skolcheferna utifrån subidentiteter och vad sommotiverar dem. De gemensamma likheterna utifrån yrkesidentiteterna visar på att samtligarespondenter såg fördelar med sin pedagogiska bakgrund i sin roll som skolchef samt att deansåg att deras sociala relationer var viktiga för deras möjligheter att utvecklas. Dessutomfann studien att skolcheferna framträder som individer med stort driv. / The role of school superintendent (Swedish: Skolchef) entails the responsibility of assuring that all educational regulations are observed. There are however no specific requirements for the school superindentents background. The head of the educational organisation decides what previous experience the school superintendent should have. This study focuses on the work life stories of three school superintendents in a private preschool organisation, all with pedagogical backgrounds. The purpose of the study is to explore the superintendents’ stories about the journey from educationist to superintendent, and to analyse the professional identities that emerge. The study employs a life story method and uses narrative theory as its theoretical framework. Through thematic narrative analysis the study first presents each work life story as a whole. Then follows a comparative analysis of similarities and differences between the stories through theoretical concepts. The results and analysis of the study illustrates the work life journey of the respondents, from educationist to school superintendents, and the professional identities that emerge. The joint comparative analysis found the differences between the school superintendents included their sub-identities as well as their sources of motivation. Regarding similarities, the study found that all three respondents saw their pedagogical backgrounds as beneficial for their role as school superintendents. Other similarities included the importance of work relationships for their growth and development, as well as a shared characteristic of ambition.

The major purpose of this descriptive study was to determine common characteristics and influences among women who were serving as public school superintendents of independent districts in Texas during the 1988-89 school year. Commonalities were determined in (1) personal characteristics, (2) personality traits, and (3) perceived barriers to career mobility. A seventy-item survey was developed, validated, and mailed to the thirty-three women superintendents in Texas. Data from the survey were analyzed to determine if commonalities existed among women superintendents. Based on the findings of this study, the following conclusions seem justified: (1) Commonalities in personal characteristics which exist among women superintendents include age, ethnicity, marital status, parenthood, positive attitudes toward being both mothers and superintendents, preference for husbands in the field of education, demonstration of early leadership traits, and self-perceptions of being assertive and risk-taking; (2) Most women superintendents share common views on subjective measures concerning their own personalities, and they rated themselves highest in areas which include self-esteem, general daily activity level, independence, job satisfaction, ability to operate under pressure and practicality; and (3) Most women superintendents perceive similar internal and external barriers to their career mobility; a lack of professional network and employers' negative attitudes toward women are the most common external barriers.