Fatores intervenientes no trabalho de docentes ocupantes de cargos na gestão intermediária em Instituição Pública Federal de Ensino Superior.

Abstract

Management performance faces challenges related to the mastery of technical and human skills. It is not owned by the university management of the challenges related to a more open culture, make this activity even more complex. The university professors are usually subjects who assume the roles of managers in these, accumulating as existing functions of teaching, research and extension with a manager, for a quality, in most cases, are not welcome, in addition to increasing their work load. This study had as general objective identify which are the intervening factors in the work of professors who occupy management positions, more specifically, course and administrative coordinations of the Center for Teacher Education (CFP) of the Federal University of Campina Grande (UFCG). In order to do this, a descriptive, survey-type survey was conducted, with a quantitative approach, evidencing the factors that intervene in the work of the professors who have or have held, in the last three years, positions of coordination (administrative and course). The final sample of this research consisted of thirty-six coordinators and ex-coordinators, who answered a structured questionnaire containing twenty-four objective questions that addressed some factors such as: preparation/training, advantages/facilities, disadvantages/difficulties, relation personal/institutional, work overload, among others, regarding the occupation of the management post. The answers given by the participants were analyzed through descriptive statistics, presented in tables, graphs and tables and discussed with support of the bibliography already studied. Among the results we can highlight: the lack of provision of training/training; lack of training in the area of administration among most of the coordinators; self-perception about the one not prepared for the position of the position and ignorance of the legislations and norms of the institution by the interviewees; problems in interpersonal relationships, with more than three-quarters of those surveyed claiming to be faculty colleagues the most problematic group in this regard; difficulty of communication with the higher instances, reported, to some degree, by approximately 95% of the respondents. The factors found are potential hindrances to the management of these teachers, and actions that minimize them are therefore valid