O comprometimento docente como um desafio para a gestão educacional de uma escola da zona da mata mineira

Abstract

The aim of this study is to analyse the level of commitment of teachers at a state school located in the Zona da Mata Mineira, which is referred to here under the pseudonym ‘Ágape’. Interest in the subject arose when we realised that there were high levels of absenteeism and a lack of involvement by teachers in some of the school's proposals. To guide the study, the following question was raised: what are the levels of commitment of the teachers at Escola Ágape? The theoretical basis adopted is Meyer and Allen's (1991) three-component model of commitment. The methodology adopted involved a mixed approach (qualitative and quantitative), of an exploratory nature, analysing the school's internal documents; a semi-structured interview with the management team and the application of a questionnaire to the teachers. The research revealed the existence of problems that affected organisational commitment, including low participation at the highest decision-making levels in the constitution of the school's normative documents such as the Pedagogical Political Project. The results highlight the need for greater efforts to increase teacher commitment, emphasising the importance of effective interventions in school management. Based on the findings of the field research and in conjunction with the framework studied, an action plan was drawn up proposing strategies that could contribute to raising the level of commitment of the teachers who work at the school.