HOW TEACHERS THINK ABOUT RELATIONAL CONTEXT AND ABOUT LEADERSHIP – THE VOICE OF TEACHERS

Jaqueline Cruz, Margarida Gaspar de Matos, José Alves Diniz

Abstract


The professional context of teachers has evolved, focusing more on its relational abilities and leadership, because they allow a closeness with the students aiming the success. This article consists on data obtained through the thematic analysis of two focus groups and an open question. The software used in the treatment was the Nvivo 10.

In the focus groups participated 12 teachers of various disciplines, teaching in middle/high schools in the Lisbon region (Portugal). They had a mean age of 49.3 and a standard deviation of 8.0. In the open question 132 teachers answered, with a mean age of 47.1 and a standard deviation of 8.0.

The main conclusions have to do with the mutual influence between the aspects of the relationship and leadership in the school context, allowing the creation of an explanatory model. The leadership style influences the teacher/student relationship in the classroom, particularly in the pedagogical relationship.


Keywords


image; leadership; relationship; teachers; thematic analysis

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