Inclusive Leadership in Portugal: Findings from the External Evaluation of Schools

Abstract

Este artigo analisa como as lideranças de escolas públicas do ensino não superior, em Portugal, implementam as políticas de educação inclusiva, identificando tendências e desafios. Adotou-se uma abordagem qualitativa, alicerçada na análise de conteúdo de 106 relatórios (2023/2024) da Inspeção-Geral da Educação e Ciência, produzidos no âmbito do Programa de Avaliação Externa das Escolas. A codificação, com apoio do MAXQDA, centrou-se no domínio “Liderança e Gestão” e nas categorias: classificações obtidas, pontos fortes e áreas de melhoria. Observou-se um cenário globalmente positivo, com predomínio de classificações de Muito Bom e Excelente. Entre os pontos fortes, destacam-se a liderança transformadora e democrática, os projetos e parcerias, bem como a orientação para a qualidade das aprendizagens. Nas áreas de melhoria, sobressaem os documentos orientadores e a gestão de recursos humanos. Conclui-se que a ação das lideranças é determinante para práticas inclusivas bem-sucedidas e sustentáveis. Os resultados devem ser interpretados tendo em conta as limitações de um estudo de análise documental e o recorte temporal consideradoThis article analyses how leadership in public non-tertiary schools in Portugal implements inclusive education policies, identifying trends and challenges. A qualitative approach was adopted, based on content analysis of 106 reports (2023/2024) by the Inspectorate-General of Education and Science, produced within the scope of the External Evaluation of Schools Programme. Coding, with the support of MAXQDA, focused on the “Leadership and Management” domain and on the categories: ratings obtained, strengths, and areas for improvement. An overall positive picture was observed, with a predominance of Very Good and Excellent ratings. Among the strengths, transformational and democratic leadership, projects and partnerships, as well as an orientation towards the quality of learning, stand out. In the areas for improvement, guidance documents and human resources management are prominent. It is concluded that leadership action is crucial for successful and sustainable inclusive practices. The results should be interpreted considering the limitations of a documentary study and the time frame considered.This article analyses how leadership in public non-tertiary schools in Portugal implements inclusive education policies, identifying trends and challenges. A qualitative approach was adopted, based on content analysis of 106 reports (2023/2024) by the Inspectorate-General of Education and Science, produced within the scope of the External Evaluation of Schools Programme. Coding, with the support of MAXQDA, focused on the “Leadership and Management” domain and on the categories: ratings obtained, strengths, and areas for improvement. An overall positive picture was observed, with a predominance of Very Good and Excellent ratings. Among the strengths, transformational and democratic leadership, projects and partnerships, as well as an orientation towards the quality of learning, stand out. In the areas for improvement, guidance documents and human resources management are prominent. It is concluded that leadership action is crucial for successful and sustainable inclusive practices. The results should be interpreted considering the limitations of a documentary study and the time frame considered