Análise da influência da liderança de professores e gestores escolares no desempenho pedagógico dos alunos da 10ª classe da Escola Secundária Eduardo Mondlane, Cidade de Maputo, (2022-2023)

Abstract

Based on the assumption that students' pedagogical performance is influenced by several factors, this study chose the pedagogical leadership exercised by teachers and school managers, since, at the Eduardo Mondlane Secondary School, from 2022-2023, the 10th Grade recorded a high failure rate compared to other classes in the 1st Cycle of General Secondary Education. To prepare the study, a combination of the qualitative and quantitative approach was adopted, using a questionnaire, semi-structured interview and documentary analysis as data collection techniques. The study sample consists of 26 participants, 15 teachers, 10 students and 1 school manager. From the study carried out, it was possible to conclude that the types and styles of leadership prevalent at Eduardo Mondlane Secondary School consist of the democratic one, since both teachers and managers have had a good relationship with the other educational actors. On the other hand, school managers have created conditions so that students have a satisfactory pedagogical performance. Finally, the involvement of teachers and managers in the student life of students is weak because even in situations of low pedagogical performance, their actions have been less interventionist and corrective. In view of these conclusions, it is suggested that the interaction between managers and students be improved in addressing issues related to school pedagogical performance; that other mechanisms be adopted to monitor students' educational activities that are not limited to attending classes; that extracurricular activities be carried out with a focus on pedagogical performance; and that a mechanism be established to supervise and monitor the educational activities carried out by teachers.