Abstract:
The present Dissertation entitled Analysis of the implications of the administrative and
pedagogical norms of education management for school effectiveness in the Complete Primary
School of Mafuiane. It constitutes the final work of the Master's degree in Administration and
Educational Management.
The research problem stemed from preliminary findings about educational reforms in
Mozambique within the scope of the normalization process of the administration and
management of education and its implications. The Specific objectives of the research are to
verify the degree of coherence between the normative production, of the Ministry of Education
and Human development and the pedagogical practices in the management of the School; to
describe the degree of participation of local bodies in the materialization of administrative and
pedagogical management standards and to identify the perceptions that managers and teachers
have about the degree of materialization of ministerial standards and procedures for school
effectiveness.
The methodology used was the combination of methods, therefore the mixed method. The
sample was for convenience.
The study showed that there is a link between normative documents or rules and pedagogical
practices. Teachers and managers share the normative documents, despite difficulties in
interpreting them. On the other hand, it was found that teachers and administrative technicians
of the school do not know the main guidance documents. The study showed that the board
promotes participatory management at school, that teachers and managers have mastery of
school effectiveness indicators. It also showed that managers believe more in school
effectiveness than teachers and administrative technicians.
