IMPACT OF SCHOOL MANAGEMENT ON TEACHERS’ WORK AND THE QUALITY OF EDUCATION

Abstract

This article analyzes how different school management models, especially bureaucratic and democratic models, affect teachers’ work and the quality of education. It is a qualitative, exploratory and descriptive study, based on a literature review on school management, teaching work and the social quality of education. Drawing on authors who discuss technical rationality, democratic management and school organization, the study systematizes four analytical dimensions – participation, innovation, administration and motivation – used to conceptually compare the two management models. The results indicate that bureaucratic management is characterized by strong administrative control and standardization, which restricts effective participation, reduces room for innovation and contributes to teacher demotivation. In contrast, democratic management repositions administration as a political-pedagogical mediation, broadens participation spaces, promotes pedagogical creativity and strengthens teachers’ engagement with the educational project. It is concluded that management practices guided by democratic principles represent a promising path for valuing teachers’ work, improving the school climate and enhancing the quality of education.