Perceived managerial competences of teachers-managers from a federal university

Abstract

This research aimed to identify the perceived managerial competences of teachers-managers of undergraduate courses at the Federal University of Vale do São Francisco (Univasf). To this end, a theoretical-empirical study of interpretative qualitative nature was carried out. Data were collected through documental analysis and semi-structured interviews with coordinators and former course coordinators of that institution. For the treatment and interpretation of the data, the technique of categorical content analysis was adopted, under the guidance of the analytical model of Mendonça et al. (2012). The data showed that many managerial competencies must be mobilized by UNIVASF course coordinators in order to perform their activities as a teacher-manager, such as: knowledge of how a university operates and the administrative routines of a course coordination, notions of public administration, planning, organization, respect for norms, conflict mediation, leadership, willpower and initiative. It was possible to reaffirm the importance of the performance of teacher-managers, as well as the care that higher education institutions should take with the development of managerial capacity of these professionals before leading them to the management position.