The Training of School Principals in Faith-Based Schools: a Curricular Analysis in Light of Learning Leadership.

Charles Marcelino da Silva; Douglas Gonçalves Leite

DOI: 10.22167/2675-6528-202602774

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The increase in educational institutions and enrollments in Basic Education highlights a dual challenge for faith-based schools: maintaining educational quality and aligning sustainable growth with institutional principles and values. In this context, the strategic educational leadership of the school principal is crucial for conducting pedagogical and institutional planning. The study investigated the extent to which continuing education courses for school managers, focused on the context of Protestant faith-based schools, incorporated strategic leadership oriented towards learning, aligned with the theoretical-normative framework of Leadership for Learning (LA) and the National Base of Competencies for School Principals (BNC-DE). The methodology employed a qualitative approach of comparative documentary analysis, operationalized by the technique of categorical content analysis. The interpretation of the curricular matrices, guided by emergent and analytical categories, revealed that the curricula incorporated important dimensions of manager training, such as strategic management, human development, articulation between theory and practice, and institutional identity. However, these dimensions were predominantly fragmented, lacking an integrating axis centered on student learning. Therefore, an incipient analytical model was proposed, structured in four dimensions, which understands evidence-based learning as the organizing principle of educational leadership, suggesting a curricular reorientation to overcome fragmentation and promote effective educational leadership.

Keywords: BNC-DE; Manager Training; Educational Leadership; Leadership for Learning; Strategic Planning.

1. Introduction

The growth of the private education network in Basic Education in Brazil over the last decade has been accompanied by an increase in confessional schools, which have come to occupy a relevant position in the educational landscape. According to the School Census (2024), the share of students enrolled in private schools corresponds to 23% of the total Basic Education enrollment, totaling about nine million students. This phenomenon highlights a dual challenge for confessional schools: maintaining educational quality while aligning sustainable growth with the institutional principles and values that characterize them.

The pursuit of sustainable growth requires strategic planning with clear goals, continuous monitoring of results, and evidence-based pedagogical intervention (Brooke, 2006, 2020; Franco, 2006, 2007; Soares, 2005). In for-profit private institutions, strategic planning tends to be market-oriented, focused on financial goals and market expansion, which can strain pedagogical consistency (Schwartzman, 2014; Campos and Laus-Gomes, 2022; Sampaio and Guimarães, 2009). In contrast, non-profit confessional and philanthropic schools base their strategic planning on institutional mission and social commitment (Adrião et al., 2015, 2016; Durham and Sampaio, 1995; INEP, 2019, 2023), promoting more pedagogical and formative leadership.

In this context, the role of the school principal in faith-based schools is central, due to the intentionality of their educational and strategic leadership. National and international research indicates that the school principal’s leadership is the second largest factor impacting student learning, surpassed only by the teacher’s direct action in the classroom (Robinson, 2008, 2011; Leithwood et al., 2006; Lück, 2014). The principal is expected to act as a leader in the teaching-learning process, articulating planning, pedagogical practices, and institutional values to ensure organizational growth and educational quality (Lück, 2009; Paro, 2010; Perosa, 2017). The present study delimits the faith-based context to educational institutions linked to Protestant Christian traditions, where management is articulated with a distinct institutional identity.

Despite the advances in research on educational leadership and school management, there is a gap in the specific training of managers for confessional institutions. Little is explored about the relationships between the training curricula of these managers, the incorporation of strategic leadership, and its articulation with consolidated theoretical models, such as Leadership for Learning (LA) (Robinson, 2011). This gap is significant, as the training of principals who understand and apply learning-oriented strategic leadership is crucial for educational development in these institutions.

The Leadership for Learning (LA) model emphasizes the principal’s direct involvement in educational processes, mediated by Strategic Planning, focusing on the continuous articulation between goals, evidence, and pedagogical practices, resource allocation, and decision-making (Robinson, 2011). LA offers a robust theoretical framework for analyzing the school principal’s performance, integrating pedagogical, organizational, and relational dimensions with an educational outcomes-oriented perspective. Complementarily, the National Base of Competencies for School Principals (BNC-DE) highlights the manager’s strategic role as a mediator between public policies and their implementation, articulating pedagogical and institutional dimensions (Libâneo, 2017; Paro, 2017, 2018). The integration of these references allows for the association of scientific evidence with national educational guidelines.

The relevance of this study lies in the need to understand how continuing education programs prepare managers to lead in confessional contexts, where institutional identity and educational quality must coexist. Identifying gaps in the integration of learning-oriented strategic leadership in training curricula can support the reorientation of these programs, aiming for training more aligned with contemporary demands and theoretical-normative frameworks. In this context, this research aims to investigate to what extent continuing education courses for school managers focused on the context of Protestant confessional schools incorporate learning-oriented strategic leadership aligned with the theoretical-normative framework of LA and BNC-DE in their curricular proposals.

2. Material and Methods

This research was characterized as a study of an applied nature, with a qualitative approach, and was operationalized through comparative documentary research. This methodological strategy consisted of the analysis of official and institutional documents, employing the technique of categorical content analysis. According to Gil (2019), documentary research allows for the reinterpretation of information and the construction of new understandings from existing records, without the need for direct collection of empirical data.

The empirical object of the study were the curricular matrices and the syllabi of postgraduate lato sensu courses, offered by higher education institutions (HEIs). These courses aimed at the training and improvement of school managers in the context of confessional schools. The analysis sought to interpret the formative conceptions, the theoretical assumptions, and the implicit or explicit orientations present in the documents in question (Cellard, 2012).

The documentary corpus was composed of three curricular matrices from institutions linked to different protestant traditions. Analyzed were: the Postgraduate Course in Management of Ecclesiastical and Social Institutions, from the Faculty of Education, Philosophy and Theology (FEFT) of Mackenzie Presbyterian University (UPM); the Postgraduate Course in Christian Education, from the Baptist Theological Faculty of São Paulo (FTBSP); and the MBA in Strategic Management in Educational Institutions, from the Adventist Faculty of Paraná (FAP).

The selection of documents was intentional and based on four criteria of relevance. Firstly, the link of the institutions to the Protestant confessional educational field was considered. Secondly, the existence of a postgraduate training program related to educational management, Christian education, or the management of educational institutions. The third criterion was the relevance of the curricular components and syllabi for the identification of content and competencies related to the school manager’s performance. Finally, the availability of the institutional documents necessary for the analysis was verified.

The data collection and analysis procedure began with an exploratory reading of the documents. This stage aimed at familiarization with the material and identification of emerging units, especially excerpts related to competencies, leadership practices, and formative principles. Subsequently, external criticism of the documents was carried out, verifying aspects such as authenticity, origin, production context, and purpose, to ensure their validity as a source of investigation.

Subsequently, internal criticism was developed, focused on the analysis of the content itself. The adopted typology, the underlying conceptions of school leadership and strategic planning, and the implicit formative assumptions were considered. This analytical movement allowed for an understanding of the explicit content and the intentions that guide the formation and performance of the school manager, enabling the construction of emergent categories.

The emergent categories were constructed from the similarities and transversal trends identified in the analyzed curricula. These categories represented the set of desirable competencies, managerial and leadership techniques for the performance of the confessional school manager. The emergent categories identified were: (i) Strategic management with an emphasis on results; (ii) Integral formation and human development; (iii) Relationship between theory and practice; and (iv) Institutional and identity contextualization.

The next methodological step integrated the theoretical basis of Leadership for Learning (LA) and the National Base of Competencies for School Principals (BNC-DE) in the construction of comparative analytical categories. These categories represented the points of convergence between standardization and the theoretical basis, articulating the dialogue between research and public policies. The analytical categories were: a. Incorporation of strategic planning; b. Incorporation of pedagogical leadership; c. Incorporation of leadership competencies; d. Alignment with the BNC-DE normative; e. Alignment with the LA theoretical basis.

The analysis of the curricular matrices was carried out by confronting the emergent categories with the analytical categories of the theoretical-normative base. This process culminated in the construction of an integrative analytical model, which sought to organize and interpret the formative dimensions identified in the matrices. The model was structured into four dimensions – strategic, relational, practical, and identity – understood as interdependent components of school manager training, allowing for comparison between the matrices and the identification of alignment levels with the adopted theoretical-normative framework (Bardin, 2011).

3. Results and Discussion

The initial comparison of training programs for school managers revealed a set of significant similarities and differences, which allowed for the construction of emerging analytical categories. These categories, in turn, presented alignments and misalignments in relation to the theoretical-normative model of Leadership for Learning (LA) and the National Base of Competencies for School Directors (BNC-DE). The analysis was not limited to the structure of the courses, but sought to understand the underlying conceptions that guide the training of educational managers in each proposal, revealing implicit training emphases in educational leadership.

The emerging categories were classified in terms of their presence in the curricula: structural, with emphasis, or secondary, considering the workload of the subjects, their centrality in the curriculum, and thematic recurrence in the syllabi. This approach allowed for grading the importance of the formative approaches in each program. The identified categories were: Strategic Management with an emphasis on results; Integral Formation and Human Development; Relationship between Theory and Practice; and Institutional and Identity Contextualization, each with distinct characteristics.

The category of Strategic Management with an emphasis on results was characterized by the presence of components related to planning, goal setting, monitoring, and performance evaluation. This emphasis suggests an approach to classic management models and the logic of “accountability,” highlighting the centrality of decision-making based on indicators. Such an approach reflects a concern with organizational efficiency and the pursuit of measurable results.

Integral training and human development were evidenced by the presence of content related to socioemotional skills, ethics, organizational culture, and interpersonal relationships. This dimension signals a more comprehensive understanding of leadership, which transcends technical aspects and incorporates relational and formative dimensions, recognizing the importance of human development in the school manager’s performance.

The category Relationship between theory and practice was observed through the inclusion of applied components, such as projects, case studies, and the final course project. This characteristic demonstrates a concern with the applicability of knowledge and the development of skills aimed at solving real problems, seeking to connect academic knowledge with the practical challenges of daily school life.

Finally, Institutional and Identity Contextualization represented a natural and coherent approach to confessional institutions, in which the formative contents dialogue directly with the values, principles, and specific purposes of the organizations. This category reflects the importance of aligning the manager’s training with the mission and identity of the institution in which they will work.

When analyzing the courses, it was found that in the curriculum of Management of Ecclesiastical and Social Institutions, the category of strategic management oriented towards results predominated with structural presence. The training is organized into managerial, behavioral, and technical competencies, focusing on strategic planning, financial and operations management, aiming for organizational and identity efficiency. Integral training also proved relevant, especially in communication, leadership, and organizational culture, seeking a balance between the technical and human dimensions.

In the Christian Education course, institutional and identity contextualization assumed greater centrality, with structural presence. The pedagogical proposal integrates academic training, ministerial practice, and theological values, emphasizing the integral formation of the subject. The relationship between theory and practice also stood out, especially due to the valorization of the TCC (Final Course Work) and the application of knowledge in the ecclesiastical context, while the strategic dimension appeared in a less structured way, with a secondary presence, more integrated into the institutional mission.

The MBA curriculum in Strategic Management in Educational Institutions presented an intermediate configuration, with strategic management emphasizing results as the predominant structural axis. The integration between theory and practice was valued through components applied to decision-making and problem-solving. The categories of Integral Formation and Human Development and Identity Contextualization had a secondary presence, indicating a more managerial and organizational orientation than an expanded educational leadership.

In summary, the distribution of emerging categories in the analyzed curricula can be visualized according to the

. In the course of Management of Ecclesiastical and Social Institutions, Strategic Management with an emphasis on results and Institutional and identity contextualization presented structural presence, while Integral formation and human development had a presence with emphasis and the Relationship between theory and practice, secondary presence. For the Christian Education course, Institutional and identity contextualization was structural, Integral formation and human development and the Relationship between theory and practice had a presence with emphasis, and Strategic Management with an emphasis on results was secondary. In the MBA in Strategic Management in Educational Institutions, Strategic Management with an emphasis on results was structural, the Relationship between theory and practice had a presence with emphasis, and Integral formation and human development and Institutional and identity contextualization were secondary.

The data evidenced a convergence between the programs in valuing the theory-practice articulation in the training of school principals, indicating the perception that efficient school management requires solid theoretical and normative bases for practice. However, the emphases diverged regarding the structuring axis of the training: the matrix of Management of Ecclesiastical and Social Institutions prioritizes management, that of Christian Education prioritizes identity formation, and the MBA in Strategic Management seeks to integrate leadership and management.

When confronted with the theoretical-normative basis of LA and BNC-DE, the emerging categories revealed moderate structural tensions. The categories Integral formation and human development and Institutional and identity contextualization are expected in confessional curricula, but the tension lies between institutional identity and the universality of theoretical concepts. Integral formation, although relevant, proved to be poorly connected to the pedagogical core and learning processes.

The category Strategic Management with an emphasis on results was the one that most closely approached the theoretical-normative basis of LA and BNC-DE in the strategic and educational dimensions. However, the curricula showed limited adherence to the concepts of strategy, emphasizing planning, goals, and institutional monitoring, but dissociating themselves from the articulation with learning indicators and school strategic planning centered on learning.

The analysis of the curricular matrices based on the analytical categories – Incorporation of strategic planning, Incorporation of pedagogical leadership, Incorporation of leadership competencies, Alignment with BNC-DE regulations, and Alignment with the theoretical basis of LA – allowed for the identification of approximations and divergences in relation to the theoretical-normative model. These categories functioned as theoretical lenses to assess the degree of alignment between the proposed training and the theoretical and normative references of the research.

The Incorporation of Strategic Planning, defined as a systematic process of defining long-term objectives, strategies, and actions, was a common axis in the curricular matrices, although with different levels of depth. In the Postgraduate Course in Management of Ecclesiastical and Social Institutions, this category had a partial and conceptual presence. In the Postgraduate Course in Christian Education, strategic management was present, articulated with institutional mission and values. In the MBA in Strategic Management in Educational Institutions, this dimension assumed explicit centrality, being a key competence for the manager.

The Incorporation of Pedagogical Leadership, which seeks to equip managers to lead learning and teaching processes, teaching practices, and educational outcomes (Leithwood, 2006), showed more marked differences. The curriculum of the Postgraduate Course in Management of Ecclesiastical and Social Institutions presented a more robust approach, with disciplines that favor critical understanding of education and curriculum. In contrast, the curricula of the Postgraduate Course in Christian Education and the MBA in Strategic Management in Educational Institutions showed a partial presence, favoring more applied dimensions of management.

The Incorporation of Leadership Competencies was consistent across the three proposals, revealing the recognition of the centrality of human relations for institutional effectiveness. However, the absence of guidance on the pedagogical axis of the matrices was noted, which leads to misalignment with evidence-based educational leadership. In the Postgraduate Course in Management of Ecclesiastical and Social Institutions, the approach was indirect, linked to school organization. In the Postgraduate Course in Christian Education, ethical and formative elements were relevant. In the MBA in Strategic Management, people management was associated with the logic of performance and team development.

The alignment with the BNC-DE regulations was incorporated by the documents, aiming at the training of competent managers to shape school culture and plan continuous teacher training. The BNC-DE structures the director’s performance in political-institutional, pedagogical, administrative-financial, and relational dimensions. The Management Matrix for Ecclesiastical and Social Institutions aligned itself with strategic management and institutional administration competencies, but with less emphasis on pedagogical monitoring and the use of learning data, indicating a weakness in the pedagogical dimension.

The curriculum of the Postgraduate Course in Christian Education showed indirect alignment with the BNC-DE, especially in the personal and relational dimensions, as well as in the formative and ethical aspects. However, there was no explicit structuring of the BNC-DE competencies related to evidence-based pedagogical management and monitoring of educational outcomes, with the alignment occurring more through values and principles than through structured competencies.

In the MBA in Strategic Management in Educational Institutions, greater proximity to the logic of the BNC-DE was observed, especially in the integration between planning, evaluation, and institutional management. However, the pedagogical dimension appeared more as a systemic responsibility than as a direct practice of the manager, evidencing a gap in the operationalization of pedagogical leadership, despite a more consistent alignment with the BNC-DE.

The analysis of the alignment with the theoretical basis of LA revealed a shift in the centrality of learning in manager training, as the curricula do not explicitly organize training around student learning. International literature indicates that effective educational leadership directly impacts learning (Robinson, 2011), but the analyzed curricula do not adopt learning as a central axis, focusing on administrative, organizational, or institutional demands.

The metric of educational leadership must be circumscribed between the extremes of leadership and learning. According to Robinson (2011), strategic decisions in education that impact learning instrumentalize resources and materials for the improvement of learning, requiring decisions based on evidence and clear goals. This category proved incipient in the analyzed matrices, evidencing a relevant gap in the training of managers, as references to institutional evaluation and monitoring are not configured as systematic practices oriented by learning indicators.

In the curriculum of the Postgraduate Course in Management of Ecclesiastical and Social Institutions, the alignment with the Learning Analytics (LA) was moderate, partially approaching the theoretical framework by valuing pedagogical foundations and educational policies, but with little operationalization in leadership practices. The gaps were in the dimensions of using learning data, practical instructional leadership, and monitoring educational outcomes.

The Postgraduate Course in Christian Education showed a moderate-low alignment with LA, with the curriculum evidencing an indirect alignment, mediated by institutional culture. There was a significant presence of dimensions of organizational leadership, institutional values, and people management, indicating implicit alignment, but with an absence of explicit focus on learning and evidence-based practices.

The MBA in Strategic Management in Educational Institutions showed the lowest alignment with LA, with the curricular matrix evidencing a predominance of market logic over pedagogical logic. There was an emphasis on marketing strategic planning, organizational management, marketing, and sustainability. The structuring axis of the matrix was shifted towards organizational efficiency and institutional competitiveness, substantially misaligning the program from the theoretical basis of LA, with an absence of content such as learning assessment and the use of educational evidence.

Together, these categories revealed that the analyzed curricular matrices share a common foundation aimed at the professionalization of educational management. However, they still present fragmentation among the strategic, pedagogical, and analytical dimensions of leadership, which directly impacts the training of managers capable of acting in an integrated manner and oriented towards educational results, as advocated by Leadership for Learning.

The analyses suggest that the training offered by the analyzed programs tends to prepare managers who are competent from an administrative and organizational point of view, but does not always fully equip them to exercise educational leadership centered on learning, as defined by the theoretical basis of LA. This finding should not be interpreted as a failure, but as the expression of distinct training projects that aim to meet the institutional and practical demands of the groups to which they belong.

This verification reinforces the need for curricular review in postgraduate educational management courses, in order to more explicitly integrate pedagogical leadership and strategic management, strengthen the use of educational data and empirical evidence, and align training with legal requirements and the real demands of contemporary educational institutions. The literature has shown that training programs with a greater impact on school leadership effectiveness are those that integrate educational theory, evidence-based pedagogical practices, and strategic competencies (Leithwood et al., 2008; Robinson, 2009).

In this sense, the deepening of the analysis of emergent categories, articulated with analytical categories, allowed the proposition of an incipient integrative model for the training of school principals from a confessional perspective. Due to the limited corpus of this research, this model can be seen as a trend in curricular structuring for the continuing education of confessional school managers, and not necessarily as a consolidated standard. This model can be structured into four dimensions: (a) strategic – institutional organization; (b) relational – support for institutional culture and relationships; (c) practical – integration into routine and applicability; and (d) identity – conferring meaning and coherence.

This incipient model is not configured as an a priori category, but as an analytical construction arising from the dialogue between empirical data and the theoretical-normative framework, according to the assumptions of categorical content analysis. This procedure allows us to move from a descriptive analysis to an interpretation of an explanatory nature, by highlighting not only the presence of formative elements, but also the degree of articulation between them, which proved to be deficient in the analyzed curricula.

The data analysis shows that there is no absence of formative components in the curricula, but the problem lies in the lack of an integrating axis between them, which, according to the LA and the BNC-DE, should be evidence-based learning. This configuration reveals a misalignment between contemporary theoretical frameworks, current educational policy, and formative proposals, manifested in polarizations of tension between extremes.

For example, in the Curricular Matrix of the Postgraduate Course in Management of Ecclesiastical and Social Institutions, a strong emphasis was observed on the strategic dimension, but fragility in the pedagogical dimension. In the matrix of the Postgraduate Course in Christian Education, the strong emphasis on the identity dimension contrasted with fragility in strategic structuring. And in the Curricular Matrix of the MBA in Strategic Management in Educational Institutions course, an integrating proposal was identified, but with a strong managerial emphasis and fragility in pedagogical integration. Given this verification, it becomes essential to seek an equalization of extremes, moving them towards a conceptual articulating axis.

In this sense, the proposition of an integrative model is based on the concept that the effectiveness of school manager training depends on the degree of articulation between the model’s dimensions and evidence-based mediated learning as the structuring axis. This allows the principles of LA to be translated into concrete, systematized, and articulated training practices related to the strategic, practical, relational, and identity dimensions, always with evidence-based mediated learning as the central focus.

From this principle, the strategic dimension of the incipient model can include content related to procedures for analyzing and using educational data, empowering the director to interpret learning indicators, establish pedagogical goals, and monitor results based on evidence. This approach ensures that strategic planning is not just administrative, but a results-oriented pedagogical management mechanism.

The practical dimension can foster the development of interpretive skills through case study techniques, simulations, and pedagogical intervention cycles. In these contexts, the manager develops, implements, and evaluates action plans aimed at improving learning, ensuring that theory translates into concrete and effective actions in the school routine.

Regarding the relational dimension, training can incorporate classroom observation practices, formative feedback, and the conduction of professional learning communities. These practices strengthen the manager’s ability to promote teacher development, creating a collaborative and continuous learning environment. The identity dimension, anchored in institutional values, should be composed of instruments that enable managers to align these values with integral training, articulating pedagogical intentionality with the school’s mission.

These adjustments imply the incorporation of formative elements such as the reading and analysis of educational indicators, intervention cycles and learning monitoring, evidence-based case studies, and reflective practices oriented by results. This approach moves towards the construction of a comprehensive curricular matrix that not only contemplates relevant formative dimensions but integrates them systemically, enhancing the school principal’s performance to effectively impact student learning and their outcomes.

At the same time, this reorientation shapes the director’s training, moving from a predominantly conceptual approach towards training oriented by applied competencies. In it, the use of evidence, pedagogical decision-making, and systematic monitoring of learning constitute the structuring axis of educational leadership, responding directly to the objective of investigating how continuing education courses incorporate strategic leadership oriented towards learning and aligned with the LA and BNC-DE frameworks.

4. Conclusion

This study investigated the incorporation of strategic learning-oriented leadership, aligned with the frameworks of Leadership for Learning (LA) and the National Base of Competencies for School Principals (BNC-DE), in continuing education courses for school managers from Protestant confessional institutions. It was found that the analyzed curricular matrices incorporated relevant dimensions for managerial training, such as strategic management, human development, articulation between theory and practice, and institutional identity. However, it was observed that these dimensions were predominantly fragmented, without an explicit integrating axis centered on student learning. A misalignment was identified between contemporary theoretical frameworks and the training proposals, manifested in polarized emphases, where the strategic or identity dimension prevailed, but evidence-based pedagogical integration proved incipient.

Faced with this finding, an incipient analytical model was proposed, structured in four dimensions – strategic, relational, practical, and identity – which understands evidence-based learning as an organizing principle for educational leadership. This model suggests a curricular reorientation to overcome fragmentation and promote effective educational leadership, capable of articulating planning, pedagogical practices, and institutional values with a focus on learning outcomes. The study’s main contribution lies in advancing the integrated conception of the training of confessional school managers, offering subsidies for the improvement of formative policies and practices. It is recognized, however, that the corpus limited to three Protestant institutions prevents generalizations to all Brazilian confessional schools, indicating the need for future investigations that expand the number of institutions and deepen the analysis in other educational contexts.

Bibliographic References

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Article originating from the Final Course Work of the Specialization in School Management of the MBA USP/Esalq

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