Desenvolvimento de competências gerenciais em professores que se tornaram gestores da Administração Pública

Abstract

This study aims to investigate how teachers who have transitioned into administrative management roles develop managerial competencies within the context of public administration. To achieve this, the research initially sought to identify the essential competencies required for the effective performance of these administrative managers within the Personnel Management Coordination of a Department of Education. Subsequently, the methods and practices adopted for the development of managerial competencies in public management were analyzed. Finally, the challenges encountered in the practical application of these competencies, as well as the strategies used by administrative managers to overcome such difficulties, were examined. This is a qualitative and descriptive study, conducted through semi-structured interviews with teachers who assumed administrative roles in the Personnel Management Coordination of a Department of Education. Data analysis was performed using content analysis techniques, enabling the identification of patterns, challenges, and strategies adopted in the development of managerial competencies. The results indicate that the transition from teaching to administrative management is challenging, requiring the development of new competencies such as leadership, communication, and team management. Learning occurred mainly through practical experience, without structured institutional support, and was driven by self-directed learning strategies and peer exchanges. Given these findings, this study highlights the need for public administration to implement specific managerial training programs, providing structured support for teacher-managers and contributing to the effectiveness of management in the public sector.