Coordenação escolar e melhoria das escolas missionárias (Católicas) de Cabinda/Angola

Abstract

The present investigation aimed to understand the role of the Diocesan School Coordination in the creation of good practices in the school improvement processes at the (Catholic) Missionary Schools of Cabinda. To this end, it was analysed what the School Coordination Committee, as a school management body, has done to improve the quality of the teaching-learning process as well as new ways for the Diocesan School Coordination to support the (Catholic) Missionary Schools of Cabinda in building improvements to their approach to teaching and learning. We started from the assumption that teaching quality is directly linked to an improvement in student performance and focused on the teaching-learning process and conditions that ensured it. In this way, the classroom becomes the favorable place for school improvement. Therefore, the school must be trained to be a professional learning community that takes on its school improvement processes. To do this, it needs shared leadership and outside pressure from intelligent accountable stakeholders with motivating effects. It was decided to perform a study framed by the interpretive paradigm, using documentary research and questioning of actors, carried out through semi-directive interviews and questionnaire surveys. The crossing of the collected, processed and analyzed data supports the conviction that the Diocesan School Coordination should be valued and dynamized to be a real external pressure that motivates and supports the (Catholic) Missionary Schools to be Professional Learning Communities (CAP) with a shared leadership focused on learning and thus, be good schools that teach all their students.

Date of Award	30 Jul 2021
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joaquim Machado (Supervisor)