Abstract
This study is based on the scientific consensus and the consensus among Portuguese policy-makers, at the most diverse levels, on the importance that digital technologies have in school management and administration, at the operational and communicational level. Fourteen school principals of schools in the central region of Portugal answered a questionnaire designed to collect their perceptions about the incorporation of technologies in the management of the school and its use in the functioning of the school organization in the pedagogical, cultural, administrative, and financial-patrimonial levels. The obtained results corroborate previous studies in which school principals believe that information and communication technologies use has a great importance in school. However, with the exception of the cultural dimension, in which there is a large consensus among respondents, we observed significant variations in the directors’ responses. The results suggest that the use of digital technologies in management acts cannot be held hostage by standardized guidelines but must respond to the challenges and needs of each specific school.
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Notes
- 1.
Throughout this study, we will replace the terms digital technologies and information and communication technologies with the acronym DT and the acronym ICT. The word technologies will maintain a lexical relationship of synonymy with the aforementioned linguistic expressions. In this context, when mentioning DT or ICT, our aim is, above all, to target tools such as, for example, tablets, computers, mobile phones, internet, interactive whiteboards, and software (programs, processes, rules, and documentation of a computer nature). This option is due to the fact that such instruments are the most visible resources, and those that most influence the direction of the school organization. However, it is good to remember that the concept of technologies is much more comprehensive, including the means, supports, and tools used by teachers, management, and non-teaching staff in the execution of the different tasks, essential for the correct functioning of the organization [4].
- 2.
In Coelho's words [5], the school is a private organization with unique political and cultural specificities. Generally speaking, the school is an institution formed by a number of individuals, coordinated hierarchically, and respecting specific work functions with the intention of achieving certain objectives. It presents itself as a working whole, with the necessary divisions of work and responsibilities, where subcultures naturally arise as a result of the adoption (or not) of guidelines and logics of action by each member/educational agent.
- 3.
In Portugal, the terminology adopted to identify the principal responsible for the school organization has undergone alterations as a result of legislative changes and political and administrative sensitivities: Rector, before the 25th of April 1974; Chairman of the executive board, in 1976; Executive Director, in 1991; Presidents of executive boards or directors, in 1998; and Director, as of 2008 [6]. Although in this sub-theme, we have chosen the expression “The school principal;” throughout the text, we will use the designations principal, director, and manager maintaining a synonymous relationship.
- 4.
It should be noted that the school principal is a single person, assisted in the performance of his duties by a assistant principal and a small number of deputies, in accordance with Laws 75/2008 [7] and 137/2012 [3]. Based on these diplomas, the skills and autonomy of school principals have been strengthened; there is the objective of reinforcing the intervention capacity of schools' governing bodies, in order to increase the effectiveness of public service provision and the implementation of educational policy measures.
- 5.
- 6.
Taking into account the socio-geographic reality of each group of schools (organizational unit, endowed with its own administration and management bodies, consisting of pre-school education establishments, and schools of one or more levels and teaching cycles, with a view to the realization [of certain] purposes, according to Law nº. 137/2012, article 6) [3], the manager/director, through e-leadership, will be able to streamline his organizational performance (facilitating quick decision making and at lower hierarchical levels, it is possible to access high volumes of information, encourages readjustment to the constant changes to which the school organization is subjected [9] in different groups of schools. In this context, although e-leadership also has limitations (being able to find a balance between efficient decisions and new and innovative ideas, establishing the level at which the decision must be taken, the way to achieve autonomy without isolation from other individuals, difficulties in sorting information, maintaining focus/orientation in a common direction, etc.) [9]. It brings new opportunities and has great potential. Thus, as an example, we highlight three complementary aspects to take into account in the management of schools and where e-leadership can be a substantial added value: the geographical distance of each building that constitutes the group (often separated by several kilometers), the size of the group (we highlight the “mega-groupings”), and the respective functionality/job orientation of human resources (of the teaching and non-teaching staff.).
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Gaspar, R., Gonçalves, S., de Freitas, C.A.M.M., Martins, R., Pascoinho, J. (2022). School Principals’ Beliefs, and Perceptions About the Use of Digital Technologies in the Management of the School Organization . In: Carvalho, J.V.d., Liberato, P., Peña, A. (eds) Advances in Tourism, Technology and Systems. Smart Innovation, Systems and Technologies, vol 284. Springer, Singapore. https://doi.org/10.1007/978-981-16-9701-2_38
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