Teoria do caos e qualidade da gestão institucional em um instituto de educação superior peruano
DOI:
https://doi.org/10.35622/j.rie.2024.03.006Palavras-chave:
avaliação, eficiência da educação, gestão educacional, serviço educacional, teoria do caosResumo
O objetivo principal deste trabalho de pesquisa foi determinar a relação entre a prevalência da teoria do caos e a percepção da qualidade da gestão institucional entre professores e administradores do Instituto de Educação Superior Pedagógico Público de Pomabamba – Ancash, Peru. A metodologia utilizada foi de desenho não experimental, especificamente descritivo-correlacional. Os resultados obtidos mostram que, embora tenha sido encontrada uma relação inversa fraca (r = -,276) entre a teoria do caos e a qualidade da gestão institucional, essa não foi significativa (valor p > 0,05). No entanto, por meio da correlação de Somers, revelou-se que apenas a dimensão de "avaliação da gestão" apresentou uma relação significativa, enquanto outros aspectos, como liderança gerencial, planejamento estratégico e clima institucional, não o fizeram. No entanto, essa estatística nos permite precisar uma relação significativa (valor p < 0,05). Isso sugere que, embora a percepção do caos possa ter um impacto negativo nas percepções da gestão educacional, a relação não é forte o suficiente para ser conclusiva, e outros fatores provavelmente influenciam as percepções da qualidade da gestão. Em conclusão, mostra-se que existe uma relação complexa entre a percepção da teoria do caos e a qualidade da gestão institucional, indicando que, ao avaliar tal qualidade, é necessário considerar outras variáveis mediadoras.
Referências
Adiela, J. L., Amah, E., & Friday, O. B. (2022). Leadership skills and organizational productivity in Nigeria. South Asian Research Journal of Business and Management, 4(3), 90-98. https://doi.org/10.36346/sarjbm.2022.v04i03.002 DOI: https://doi.org/10.36346/sarjbm.2022.v04i03.002
Akmansoy, V. & Kartal, S. (2014). Chaos theory and its application to education: Mehmet Akif Ersoy University case. Educational Sciences: Theory & Practice, 14(2), 510-518.
Alzate-Ortiz, F.A., Chaverra-Rodríguez, I.M., & Arango-Zuleta, E.P. (2020). Gestión directiva universitaria desde el paradigma de la complejidad: otra mirada y nuevas propuestas. Hallazgos, 17(33), 23-51. https://doi.org/10.15332/2422409X.5454 DOI: https://doi.org/10.15332/2422409X.5454
Biswas, H., Hasan, M., & Kumar Bala, S. (2018). Chaos theory and its applications in our real life. Barishal University Journal Part 1, 5(1-2), 123-140.
Boulton, J. G., Allen, P. M., & Bowman, C. (2015). Embracing complexity: Strategic perspectives for an age of turbulence. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199565252.001.0001 DOI: https://doi.org/10.1093/acprof:oso/9780199565252.001.0001
Bowman, C., Mellor, K., Powell, A., & Lewis, W. G. (2021). Chaos theory: lessons on educating equality and leadership. Postgraduate Medical Journal, 98(1165), 813-815. https://doi.org/10.1136/postgradmedj-2021-141312 DOI: https://doi.org/10.1136/postgradmedj-2021-141312
Briggs, J., & Peat, F. D. (2000). Seven life lessons of chaos: Spiritual wisdom from the science of change. First Harper Perennial Edition.
Cosenz, F., & Noto, G. (2016). Applying system dynamics modelling to strategic management: A literature review. Systems Research and Behavioral Science, 33(6), 703-741. https://doi.org/10.1002/sres.2386 DOI: https://doi.org/10.1002/sres.2386
Díaz Palacios, J. A. (2015). Calidad educativa: un análisis sobre la acomodación de los sistemas de gestión de la calidad empresarial a la valoración en educación. Tendencias Pedagógicas, 21, 177–194. https://revistas.uam.es/tendenciaspedagogicas/article/view/2032
Doğan, Ü., & Aslan, M. (2021). Öğretmenlerin; okul müdürlerinin kaotik liderlik rollerine ilişkin algıları ile örgütsel mutluluk algıları arasındaki ilişkinin incelenmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 702-727. https://doi.org/10.21666/muefd.1065319 DOI: https://doi.org/10.21666/muefd.1065319
Evans, L. (2019). Catedráticos de universidad: de líderes académicos a académicos que lideran. Narcea Ediciones
Fernández-Solís, J. L. (2013). Building construction: a deterministic non-periodic flow–a case study of chaos theories in tracking production flow. Architectural Engineering and Design Management, 9(1), 21-48. https://doi.org/10.1080/17452007.2012.683671 DOI: https://doi.org/10.1080/17452007.2012.683671
Fidan, T., & Balcı, A. (2017). Managing schools as complex adaptive systems: a strategic perspective. International Electronic Journal of Elementary Education, 10(1), 11-26. https://doi.org/10.26822/iejee.2017131883 DOI: https://doi.org/10.26822/iejee.2017131883
Fuertes, G., Vargas, M., Soto, I., Witker, K., Peralta, M., & Sabattin, J. (2015). Project-based learning versus cooperative learning courses in engineering students. IEEE Latin America Transactions, 13(9), 3113-3119. https://doi.org/10.1109/TLA.2015.7350066 DOI: https://doi.org/10.1109/TLA.2015.7350066
Guastello, S. J. (2013). Catastrophe theory and its applications in industrial/organizational psychology in J. M. Cortina & R. S. Landis (Eds.). Modern research methods for the study of behavior in organizations (pp. 29–61). Routledge/Taylor & Francis Group.
Haerens, L., Matos, L., Koc, A., Benita, M., & Abos, A. (2022). Examining school boards’ chaotic leadership style in relation to teachers' job satisfaction and emotional exhaustion. Teaching and Teacher Education, 118, 103821. https://doi.org/10.1016/j.tate.2022.103821 DOI: https://doi.org/10.1016/j.tate.2022.103821
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. D. P. (2014). Metodología de la Investigación (6ª ed.) McGrawHill Education.
Kershner, B., & McQuillan, P. (2016). Complex adaptive schools: educational leadership and school change. Complicity: An International Journal of Complexity and Education, 13(1), 4-29. https://doi.org/10.29173/cmplct23029 DOI: https://doi.org/10.29173/cmplct23029
Lens, W., & Vansteenkiste, M. (2020). Motivation: about the “why” and “what for” of human behavior in K. Pawlik, G. d'Ydewalle. Psychology Press (pp. 249-270). https://doi.org/10.4324/9781003076384-12 DOI: https://doi.org/10.4324/9781003076384-12
Mason, M. (2008). What is complexity theory and what are its implications for educational change? Educational Philosophy and Theory, 40(1), 35-49. https://doi.org/10.1111/j.1469-5812.2007.00413.x DOI: https://doi.org/10.1111/j.1469-5812.2007.00413.x
McCool, S.F.; Freimund, W.A. & Breen, C. (2019). Beneficios del pensamiento complejo en G.L. Worboys, M. Lockwood, A. Ko-thari, S. Feary e I. Pulsford (Eds.). Gobernanza y gestión de áreas protegidas (pp. 305-342). Editorial Universidad El Bosque y ANU Press DOI: https://doi.org/10.22459/GGAP.2019.10
Moerschell, L., & Novak, S. S. (2020). Managing crisis in a university setting: the challenge of alignment. Journal of Contingencies and Crisis Management, 28(1), 30-40. https://doi.org/10.1111/1468-5973.12266 DOI: https://doi.org/10.1111/1468-5973.12266
Myran, S., & Sutherland, I. (2019). Defining learning in educational leadership: Reframing the narrative. Educational Administration Quarterly, 55(4), 657-696. https://doi.org/10.1177/0013161X18809338 DOI: https://doi.org/10.1177/0013161X18809338
Obolensky, N. (2017). Complex adaptive leadership: embracing paradox and uncertainty. Routledge. https://doi.org/10.4324/9781315264929 DOI: https://doi.org/10.4324/9781315264929
Rashid, A. S., Tout, K., & Yakan, A. (2021). The critical human behavior factors and them impact on knowledge management system–cycles. Business Process Management Journal, 27(6), 1677-1702. https://doi.org/10.1108/BPMJ-11-2020-0508 DOI: https://doi.org/10.1108/BPMJ-11-2020-0508
Reichl, L. E. (2021). The transition to chaos: conservative classical and quantum systems (3ª ed.). Springer International Publishing. DOI: https://doi.org/10.1007/978-3-030-63534-3
Reigeluth, C. M. (2023). Chaos theory and the sciences of complexity: foundations for transforming educational systems in J. M. Spector, B. B. Lockee, M. D. Childress. Learning, design, and technology an international compendium of theory, research, practice, and policy (pp. 1797-1808). Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_95 DOI: https://doi.org/10.1007/978-3-319-17461-7_95
Rosenhead, J., Franco, L. A., Grint, K., & Friedland, B. (2019). Complexity theory and leadership practice: a review, a critique, and some recommendations. The Leadership Quarterly, 30(5), 101304. https://doi.org/10.1016/j.leaqua.2019.07.002 DOI: https://doi.org/10.1016/j.leaqua.2019.07.002
Sallis, E. (2014). Total quality management in Education (3ª ed.). Routledge. https://doi.org/10.4324/9780203417010 DOI: https://doi.org/10.4324/9780203417010
Sertel, G., Günbayı, İ., & Karadağ, E. (2021). Management practices and managerial qualifications in the period of crisis: problems, opportunities, and novelties by the pandemic: phase i of a multiphase mixed methods research. Journal of Mixed Methods Studies, 4, 13-46. https://www.jomesonline.com/index.php/jomes/article/view/16 DOI: https://doi.org/10.14689/jomes.2021.4.2
Shakouri, N., Teimourtash, M. & Teimourtash, M. (2014). Chaos/complexity theory in language learning: an ideological look. Theory and Practice in Language Studies, 4(7), 1503-1510. https://doi.org/10.4304/tpls.4.7.1503-1510 DOI: https://doi.org/10.4304/tpls.4.7.1503-1510
Tobón, S., Guzmán, C. E., Silvano Hernández, J., & Cardona, S. (2015). Society of knowledge: documentary analysis from a complex and humanistic approach. Paradigm, 36(2), 7-36. https://doi.org/10.13140/RG.2.2.30117.96487
Topor, R., Cârcu, M., & Vasilescu, C. (2021). Quality management in higher education institutions. Sustainability, 13(9), 4782. https://doi.org/10.3390/su13094954 DOI: https://doi.org/10.3390/su13094954
Ueland, J. S., Hinds, T. L., & Floyd, N. D. (2021). Equity at the edge of chaos: applying complex adaptive systems theory to higher education. New Directions for Institutional Research, 2021(189-192), 121-138. https://doi.org/10.1002/ir.20356 DOI: https://doi.org/10.1002/ir.20356
Vătămănescu, E. M., Bratianu, C., Dabija, D. C., & Popa, S. (2022). Capitalizing online knowledge networks: from individual knowledge acquisition towards organizational achievements. Journal of Knowledge Management, 27(5), 1366-1389. https://doi.org/10.1108/JKM-04-2022-0273 DOI: https://doi.org/10.1108/JKM-04-2022-0273
Yavas, T. (2022). Chaos at school: a qualitative study on its causes and effects. International Journal of Education Technology and Scientific Research, 7(18), 1240-1257. http://dx.doi.org/10.35826/ijetsar.496 DOI: https://doi.org/10.35826/ijetsar.496
Zein Eddine, I. R. (2021). Contemporary organizational reality through the eyes of chaos theory: a literature review. BAU Journal-Health and Wellbeing, 4(1), 1-13. https://doi.org/10.54729/2789-8288.1146 DOI: https://doi.org/10.54729/2789-8288.1146
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Alcibíades Cueva Villanueva, Josué Pacheco Castillo (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
