Compromisso organizacional e estilos de gestão de conflitos na organização escolar: uma abordagem de associação e de comparação em contexto escolar público e privado
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2015
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As Organizações Escolares integram recursos humanos qualificados capazes de se adaptarem às diversas situações relacionadas com a especificidade do campo educativo. Deste
capital humano, destacamos os professores que, para além de toda a dimensão técnica e
profissionalizante, incluem a peculiaridade da arte de ensinar, integrando-se na Organização
com laços que envolvem emoções, atitudes e valores.
Tanto nas escolas onde é ministrado o ensino de cariz público (Escolas públicas),
como nas instituições de ensino particular e cooperativo (Escolas privadas), os professores
estabelecem um vínculo, designado de Compromisso Organizacional, que envolve as
componentes afetiva, normativa e calculativa.
Mas, a esfera individual de cada professor não se encontra totalmente isolada da
Organização, já que é indispensável criar laços com os demais ativos tangíveis para trabalhar
em prol do sucesso educativo dos alunos. Assim, os docentes têm a necessidade de
compatibilizar interesses divergentes e proceder, em muitas ocasiões, a uma gestão eficaz de
conflitos. Cada professor pode apresentar maior propensão na utilização de um Estilo de
Gestão de Conflitos, em detrimento de outro. Porém, há cinco estilos básicos que surgem
perante uma situação de conflito: a colaboração, a acomodação, o compromisso, a
competição e o evitamento.
Através de um estudo quantitativo, com recurso à amostragem aleatória e estratificada,
estudámos as relações entre Compromisso Organizacional e Estilos de Gestão de Conflitos
em atores específicos do processo educativo – professores a lecionar no distrito de Viseu em
diferentes contextos escolares (público e privado). Avaliámos a forma como estes se
comprometem com a Organização Escolar e reagem perante uma situação de conflito - Estilos
de Gestão de Conflitos. Analisámos a relação existente entre as duas variáveis
supramencionadas e as características individuais e profissionais dos professores, bem como a
existência de diferenças apresentadas pelos docentes em função de contextos escolares
diferenciados.
As evidências empíricas obtidas, consubstanciadas por referências teóricas,
permitiram-nos inferir da existência de tendências diferenciadoras entre Compromisso Organizacional e algumas características individuais bem como entre o Compromisso
Organizacional e a caracterização profissional dos docentes. Identificámos, ainda, a existência
de associações positivas ao nível do compromisso afetivo.
No que respeita aos Estilos de Gestão de Conflitos, constatámos a existência de
tendências diferenciadoras entre estes e as características individuais dos professores, assim
como entre algumas variáveis da caracterização profissional do professor e os Estilos de
Gestão de Conflitos. Verificámos, ainda neste contexto, a existência de associações
significativas.
Por último, foi-nos possível associar as componentes do Compromisso Organizacional
e os Estilos de Gestão de Conflitos.
Em síntese, a investigação permitiu concluir que algumas características individuais e
profissionais dos docentes do Ensino Básico, de contextos escolares diferenciados, se
associam com os níveis de Compromisso Organizacional e os Estilos de Gestão de Conflitos evidenciados.
The School Organizations use qualify human resources capable to adapt each different situations related with the specificity educative issue. From the human side, we underline the teachers that, aside the technical and professional dimension, include the unique art of teaching, including in the Organization with links concerned with emotions, manners and values. Both in schools where is apply the public teaching (Public Schools), as in the private and cooperative institutions (Private Schools), the teachers connected a link, called Organizational Commitment, that included the affective, normative and calculative elements. But the individual jurisdictions of each teachers do not find totally isolated from the Organization, once it is imperative bonding with other resources, in order to work towards the educative success of the students. This way, the teachers have the need to reconcile differents interests and act, in many occasions, a safe management of conflicts. Each teacher can introduce a major aptitude in the use of a Style of Conflicts Management, in prejudice of the other. However, there are five basic styles which arise before a situation of conflict: the cooperation, the accommodation, the commitment, the competition and the avoidance. Through a quantitative study, with random and stratified sampling, we studied the relation between the Organizational Commitment and the Style of Conflicts Management in specific individuals in the school process – teachers teaching in Viseu region in different school contexts (public and private). We calculated the way how these have commitment with the School Organization and act before a situation of conflict - Style of Conflicts Management. We analyzed the relation prevailing between the two variables and the individual and professional specificities of the teachers, as well as the subsistence of the contrasts exhibit by the teachers in the different school functions. The empirical evidences obtained, substantiated by theoretical references, allow us deduce the existence of different tendencies between the Organizational Commitment and a few individual specificities, as well as between the Organizational Commitment and the professional specificity of the teachers. We also identified the existence of the positive associations in the affective commitment level. As far as Styles of Conflicts Management are concerned, we noted the existence of different tendencies between them and the individual specificities of the teachers, as well as between a fews variables of the professional specificities of the teacher and the Styles of Conflicts Management. We also noticed, in this context, the existence of significant associations. Finally, it was possible link the Organizational Commitment elements and the Style of Conflicts Management. In summary, the investigation allow it conclude some individual and professional specificities of the Basic Education teachers, in different school contexts, link themselves in Organizational Commitment elements and the Style of Conflicts Management shown.
The School Organizations use qualify human resources capable to adapt each different situations related with the specificity educative issue. From the human side, we underline the teachers that, aside the technical and professional dimension, include the unique art of teaching, including in the Organization with links concerned with emotions, manners and values. Both in schools where is apply the public teaching (Public Schools), as in the private and cooperative institutions (Private Schools), the teachers connected a link, called Organizational Commitment, that included the affective, normative and calculative elements. But the individual jurisdictions of each teachers do not find totally isolated from the Organization, once it is imperative bonding with other resources, in order to work towards the educative success of the students. This way, the teachers have the need to reconcile differents interests and act, in many occasions, a safe management of conflicts. Each teacher can introduce a major aptitude in the use of a Style of Conflicts Management, in prejudice of the other. However, there are five basic styles which arise before a situation of conflict: the cooperation, the accommodation, the commitment, the competition and the avoidance. Through a quantitative study, with random and stratified sampling, we studied the relation between the Organizational Commitment and the Style of Conflicts Management in specific individuals in the school process – teachers teaching in Viseu region in different school contexts (public and private). We calculated the way how these have commitment with the School Organization and act before a situation of conflict - Style of Conflicts Management. We analyzed the relation prevailing between the two variables and the individual and professional specificities of the teachers, as well as the subsistence of the contrasts exhibit by the teachers in the different school functions. The empirical evidences obtained, substantiated by theoretical references, allow us deduce the existence of different tendencies between the Organizational Commitment and a few individual specificities, as well as between the Organizational Commitment and the professional specificity of the teachers. We also identified the existence of the positive associations in the affective commitment level. As far as Styles of Conflicts Management are concerned, we noted the existence of different tendencies between them and the individual specificities of the teachers, as well as between a fews variables of the professional specificities of the teacher and the Styles of Conflicts Management. We also noticed, in this context, the existence of significant associations. Finally, it was possible link the Organizational Commitment elements and the Style of Conflicts Management. In summary, the investigation allow it conclude some individual and professional specificities of the Basic Education teachers, in different school contexts, link themselves in Organizational Commitment elements and the Style of Conflicts Management shown.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Organização escolar , Escolas públicas , Escolas particulares , Professores , Gestão de conflitos , Compromisso organizacional