Rotatividade e retenção de diretores nas escolas públicas de Fortaleza: causas e impactos (2019-2024)

Abstract

Principal turnover is a recurring phenomenon in public school systems, the causes and impacts of which still require in-depth study in local contexts. This research aimed to analyze the determining factors and impacts of principal turnover in public schools in Fortaleza, from the perspective of different actors involved in educational management. A mixed methodological approach, exploratory and descriptive in nature, was adopted through a multiple case study in two schools in the municipal network of Fortaleza, with contrasting turnover profiles (high and low), yet comparable in terms of school management complexity. The study involved 21 participants, including district coordinators, incumbent and former principals, pedagogical coordinators, teachers, student guardians, and union representatives. Data collection included semi-structured interviews, questionnaires, document analysis, and consultation of institutional reports, legislation, and specialized literature. The instruments were pre-tested to ensure clarity and suitability for the study's purpose. Data analysis techniques included content analysis, document analysis, and descriptive statistics, supported by the Atlas.ti, R Studio, Excel, and Power BI software. Qualitative analysis identified thematic categories and perception patterns, while quantitative analysis used descriptive statistics and Spearman correlation to highlight trends and associations between variables. The results indicate that principal turnover is influenced by factors such as precarious working conditions, pressure for results, lack of institutional support, violence in the school environment, and role inadequacy. Its impacts are reflected in the discontinuity of pedagogical projects, weakening of the organizational climate, compromised educational outcomes, and professional burnout of managers. Based on the findings, strategies for retention and valorization of school leadership are proposed, including revising selection and training processes, expanding institutional support, increasing decision-making autonomy, and implementing policies to encourage retention. The research followed ethical principles and provides theoretical and empirical support for improving municipal educational management.