Fatores Associados À Rotatividade De Diretores No Município Do Rio De Janeiro

Abstract

This study investigates school principal's turnover in the city of Rio de Janeiro from 2006 to 2012, a period that includes the years before and after the implementation of school accountability policies by the Municipal Education Department. The goal of the study was to investigate the contextual factors related to school principal's turnover rates at public primary schools, due to a growth of pressures over school principal's position, because of changes in the requirements to become a principal and the implementation of school accountability policies. The results suggest that the principal's experience, the percentage of pupils with age/grade gap in schools, and student performance are associated with the likelihood of principals' re-elections, especially at mandates that began in the period after the implementation of school accountability policies.

Pathways to the school principalship: An international scoping review

“…The relatively stable low number of policy contributions in the first three decades needs to be interpreted cautiously as studies on the individual and preparation dimensions often point to policy implications such as the role of principals in school improvement. The adoption of new public management ideology in the education sector has served as the background for understanding principal supply and demand concerns (De Andrade et al, 2018; DeAngelis and O’Connor, 2012). This indirect presence of the policy dimension exemplifies Crow's assertion (1992: 80): ‘Career considerations also provide a way to understand the control systems used in educational organisations and occupations.’…”

“…Frequent turnover creates leadership instability, which, in turn, negatively impacts school improvement (Gates et al, 2004). In a wide range of countries, studies have focussed on core push factors associated with increased job complexity and intensification, particularly in urban districts and high-poverty schools (Ahmed and Al-Dhuwaihi, 2020; De Andrade et al, 2018; Bush and Oduro, 2006; Gurmu, 2020; Roza et al, 2003; Ruiz-Tagle, 2019).…”

“…In several countries, a range of middle leadership positions, such as assistant and vice principals, department head or subject, are found in schools (Arar, 2014; Farley-Ripple et al, 2012). Leadership-oriented experiences have shown to be a significant influence on applicants’ success in attaining the principal post, thus graduates from pre-service preparation programmes have first sought middle leadership positions (Browne-Ferrigno, 2003; Daresh and Male, 2000; De Andrade et al, 2018; DeAngelis and O’Connor, 2012; Fuller et al, 2016). In Chile, just 20% of first-time principals lacked previous leadership positions in a school (Weinstein and Muñoz, 2014).…”

“…When the principalship is perceived as involving work overload, stress, even health problems, usually having to fulfil the responsibilities at the expense of family and personal time, middle leaders are deterred from seeking a principal post (Arar, 2014; Smith, 2011). Other studies suggest that performance targets diminish job security thus making the post less attractive in countries as different as Brazil (De Andrade et al, 2018) and the United States (DeAngelis and O’Connor, 2012), among others.…”

Escolas em Foco: A avaliação de impacto do programa de ‘políticas baseadas em evidências’ da rede municipal de ensino do Rio de Janeiro

“…No município do Rio de Janeiro, no período de 2009 a 2016, foram implementadas uma série de políticas educacionais voltadas para aferir com mais precisão os resultados das escolas e induzir a melhora dos indicadores de qualidade. Em um primeiro momento, o município adotou um modelo de gestão com enfoque no planejamento, metas e com incentivos ou sanções atreladas ao desempenho das escolas da rede municipal, incluindo bonificação salarial para atores escolares (Andrade et al, 2018). Em 2015, a Secretaria Municipal de Educação, em meio ao contexto de pressões de accountability escolar, implementou o programa Escolas em Foco, que tinha o objetivo de incentivar o uso de dados pelas escolas e, consequentemente, aumentar os indicadores educacionais do município.…”