Análise das implicações das normas administrativas e pedagógicas de gestão da educação para eficácia escolar: o caso da Escola Primária Completa de Mafuiane

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.