People Management and the Challenges of School Leadership in Times of Professional Blackout

Dirlei Barbosa de Lima; Marilda Aparecida Soares

DOI: 10.22167/2675-6528-202602828

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 growing scarcity of qualified professionals in education is a central challenge for contemporary educational institutions, impacting pedagogical organization and team sustainability. This study analyzed how school managers conducted people management in the face of the professional blackout, seeking to identify leadership practices that promoted professionals’ engagement, motivation, and retention. An applied, exploratory, and descriptive research was conducted with a qualitative approach, utilizing bibliographic and documentary research, as well as a semi-structured questionnaire applied to the pedagogical team of a private educational institution via Google Forms. The results indicated that most managers recognized the professional blackout, with impacts on hiring difficulties, team overload, and challenges in maintaining engagement and motivation. Isolated institutional initiatives for professional valorization were identified, such as continuous training, routine reorganization, and strengthening interpersonal relationships. It was concluded that school leadership played a fundamental role in mediating these challenges, highlighting the need for more systematized strategies for collaborative and sustainable work environments.

Keywords: Professional blackout; Organizational climate; Teacher engagement; People management; Leadership.

1. Introduction

Contemporary school management is configured as a complex and dynamic field, deeply influenced by social, cultural, technological, and economic transformations. In this scenario, the school transcends the mere transmission of knowledge, being recognized as an essentially human organization, where interpersonal relationships, cooperation, and collective commitment are crucial for the quality of the educational process. The school’s effectiveness is directly related to how people are organized, valued, and mobilized around a common educational project, as pointed out by Libâneo (2012).

Among the multiple dimensions of school management, people management emerges as one of the biggest challenges faced by managers, especially in a context of scarcity of qualified professionals. This phenomenon, known as the professional blackout, refers to the difficulty of attracting, developing, motivating, and retaining talent in organizations (Chiavenato, 2014), significantly impacting the educational field. In the school environment, this scarcity manifests in the difficulty of attracting and retaining teachers and other professionals prepared for the contemporary demands of education, which require pedagogical, socio-emotional, technological, and relational competencies.

The professional blackout in education, also known as the teacher shortage, is characterized by the growing scarcity of qualified teachers to work in Basic Education. This scenario is aggravated by the loss of attractiveness of the career, unfavorable working conditions, professional devaluation, and reduced interest in undergraduate teaching programs (Silva and Lima, 2022). This phenomenon compromises the replacement of teachers, intensifies the lack of professionals in various fields of knowledge, and represents a significant challenge for the quality of education and the sustainability of educational systems.

In this context, school leadership becomes central to the debate on the quality of education and the sustainability of educational institutions. Lück (2009) highlights that the school manager, as a leader, plays a fundamental role in articulating the pedagogical, administrative, and human dimensions of the school, being responsible for creating favorable conditions for professional development, team engagement, and the construction of a positive organizational climate. Leading in times of professional blackout demands from the manager competencies that go beyond traditional administration, requiring sensitivity, dialogue skills, active listening, and strategies for valuing people.

Authors such as Senge (1999) and Paro (2015) reinforce the importance of leadership based on collaborative and democratic principles, in which human development is understood as the structuring axis of the organization. Senge (1999) argues that learning organizations are capable of mobilizing the collective potential of their members, favoring the continuous production of knowledge and the sharing of responsibilities. Paro (2015), in turn, emphasizes that democratic management presupposes the valorization of individuals and the strengthening of human relationships, essential aspects for facing contexts of instability and scarcity of professionals.

The issue of professional burnout in education has been highlighted by national and regional studies. Vasconcelos and Pereira (2024) point out that the scarcity of qualified teachers is associated with inadequate working conditions, low salaries, and social devaluation. Machado (2023) highlights the impact on teacher well-being, contributing to illness and attrition. Costa and Martins (2021) and Ferreira and Oliveira (2021) emphasize the need for new organizational strategies and effective leadership practices for teacher retention. Although there is a gap in specific studies on western Santa Catarina, research such as that by Santos (2024) and Rodrigues and Gomes (2022) indicates similar trends, such as competitiveness in the educational sector and challenges in retaining qualified professionals, intensified by the regional socioeconomic dynamics that compete for talent with other sectors.

In this sense, it becomes relevant to investigate how people management and school leadership have been conducted in the face of the challenges imposed by the professional blackout. Understanding the practices adopted by managers, as well as the strategies used to promote the motivation, engagement, and retention of education professionals, contributes not only to the strengthening of school management but also to the improvement of teaching quality and the construction of more sustainable and innovative educational environments. Thus, this research aims to investigate and analyze how school managers have conducted people management in the face of the professional blackout, identifying leadership practices capable of promoting the engagement, motivation, and retention of education professionals and contributing to studies on the subject.

2. Material and Methods

This research was characterized as a study of an applied nature, with a qualitative approach, and had an exploratory and descriptive character. The applied nature sought to collect information, analyze and reflect on concrete problems related to people management and leadership in the school context, focusing on the phenomenon of professional burnout in education. The qualitative approach was adopted because it is the most suitable for investigating complex educational and organizational phenomena, prioritizing the understanding of meanings, perceptions, and relationships established in the studied environment.

The study was developed through bibliographic and documentary research, articulated with procedures for collecting and analyzing empirical data. The bibliographic research was based on academic and scientific publications that address topics such as school management, educational leadership, people management, teacher engagement, mental health at work, and the professional blackout in education. Priority was given to productions published in the last ten years, based on criteria of academic relevance, reliability, and timeliness, without prejudice to the inclusion of classic works pertinent to the theoretical field investigated.

The documentary research included the analysis of institutional documents, legislation, educational regulations, public policy guidelines, and official reports. These documents were related to educational management and the valorization of education professionals, with special attention to the materials from the private education network under study. The documentary analysis contributed to the contextualization of the investigated phenomenon and to the understanding of its implications in the contemporary educational scenario.

The unit of empirical analysis was composed of the pedagogical team of a private Basic Education institution. This institution is located in the state of Santa Catarina, in a medium-sized municipality, which presents relevant economic development and a strong presence of industrial and service sectors. The institution formally authorized the realization of the investigation, guaranteeing the necessary access for data collection.

The research participants were 11 members of the institution’s pedagogical team. Participant selection occurred by convenience, encompassing professionals who directly worked in pedagogical management and coordination. No additional inclusion or exclusion criteria were established beyond their role in the selected institution’s pedagogical team.

For the collection of empirical data, a semi-structured questionnaire was used, developed specifically for this research. The instrument was elaborated with open and closed questions, seeking to capture the participants’ perceptions about people management and the challenges of school leadership. The questionnaire was shared with the participants through the Google Forms platform, allowing for an online and accessible application.

All methodological procedures were conducted impersonally and systematically. Prior to the application of the questionnaire, free and informed consent was obtained from all participants. This ethical care ensured that participation was voluntary and that individuals were aware of the study’s objectives and how their data would be used.

The data collected, from both the bibliographic and documentary research and the questionnaire, were submitted to a thematic analysis process. This technique consisted of a systematic reading of the selected material, followed by categorization and interpretation of the contents. The information was organized into previously defined analytical axes, which included people management, school leadership challenges, teaching working conditions, and strategies for coping with professional burnout.

The organization of data into analytical axes allowed for the identification of patterns, convergences, and gaps in the analyzed scientific production, as well as the establishment of relationships between theoretical frameworks and educational management practices. This analysis procedure enabled a deep understanding of the phenomenon studied, supporting reflections with the potential for application in the context of school management and contributing to the overall research objective.

The methodology employed sought to ensure coherence between the proposed objectives, the adopted theoretical framework, and the analysis of results. The choice of a qualitative approach and the combination of different research strategies aimed to provide a comprehensive view of people management and school leadership in times of professional blackout, according to the specific context of the investigated institution.

3. Results and Discussion

This section details the research findings, which investigated the perception of school managers regarding the professional blackout and the leadership strategies adopted to mitigate its impacts. The results reveal a widespread recognition of the phenomenon and its consequences on people management, as well as the implementation of institutional initiatives, although often isolated. The analysis deepens the understanding of how school leadership acts in mediating these challenges, seeking to promote the engagement, motivation, and retention of education professionals in a scenario of growing scarcity.

School Management and the phenomenon of professional burnout

Contemporary school management, as highlighted by Libâneo (2012), requires an intentional organization of educational processes, articulating pedagogical, administrative, and relational dimensions. In this context, people management assumes a central role, as the school is, in its essence, a human organization, where individual interactions and motivations directly influence educational outcomes. The research showed that school managers recognize the complexity of this scenario, perceiving professional blackout as a present and impactful reality in the institutional daily life.

Most managers, specifically nine of the respondents, stated that they clearly perceive the phenomenon of professional blackout in the educational context, while two partially recognized it. This data underscores the relevance of the issue as a concrete challenge for school management, which manifests in the difficulty of attracting and retaining qualified professionals. The managers’ perception aligns with the literature that describes the professional blackout as a talent shortage that affects the sustainability of organizations, as addressed by Chiavenato (2014).

When questioned about the impact of the professional blackout on school management, seven managers classified it as high, and four as medium. This demonstrates that the scarcity of professionals is not just a theoretical concern, but a reality that directly affects institutional organization, task distribution, and decision-making. The intensification of demands and the weakening of working conditions are direct consequences of this scenario, requiring managers to act in a more strategic and sensitive way to the human and professional needs of collaborators.

The main difficulties faced by managers as a result of the professional blackout were predominantly the difficulty in hiring new professionals, the retention of teachers, and the workload of existing teams. These findings corroborate the observations of Silva and Lima (2022), who describe the blackout as a scenario of high turnover and emotional exhaustion, impacting the quality of services provided. The overload, in particular, generates a negative cycle that compromises well-being and talent retention.

Regarding the existence of institutional strategies aimed at professional retention, five managers stated that the institution has such strategies, four indicated that they exist partially, and two reported that there are no structured actions in this regard. This result suggests that, although there is a recognition of the need for retention, the initiatives still lack greater systematization and consolidation within school management, which may limit their long-term effectiveness.

Perceptions of the professional blackout: analysis of collected data

The educational institution investigated is a private Basic Education school, located in western Santa Catarina, a medium-sized municipality with strong economic development. The school serves 1,781 students, from Early Childhood Education to High School, with a sociodemographic profile of middle and upper-middle-class families. This characteristic demands a qualified team aligned with family expectations, which intensifies the pressure on people management in a context of professional scarcity.

The school staff consists of 255 employees, including 149 teachers, of whom 104 are tenured professors and 44 are assistants. It was observed that 74 professionals have a consolidated link with the institution, with 43 working for more than five years and nine with more than two decades of tenure. This stable teaching core is a strong point, contributing to the continuity of pedagogical processes and organizational culture, according to the importance of human and social capital discussed by Hargreaves and Fullan (2012).

However, the stability observed in the general teaching staff contrasts with a scenario of high turnover in specific areas, notably in specialized education (Specialized Educational Support – AEE). In this segment, the average length of stay for professionals is between six and eight months, with the professional with the longest tenure having approximately three years of employment. This instability compromises the continuity of specialized educational support and imposes additional challenges on school management.

The high turnover in specialized education is attributed to multiple factors, notably the salary issue, often considered insufficient given the demands of the role, which requires specific training and a high level of responsibility. Furthermore, the presence of younger professionals, at the beginning of their careers and with greater mobility in the job market, contributes to the search for better remuneration and professional development opportunities, intensifying team instability in this sector.

The challenges of school leadership, according to the initial responses, are intrinsically related to maintaining team engagement and motivation, as well as mediating conflicts arising from the accumulation of roles and the scarcity of human resources. Managers seek to reconcile administrative demands with more participatory leadership practices, but report institutional and structural limitations for the implementation of systematic actions for professional valorization, which highlights the need for more robust support.

Among the strategies adopted for the engagement and retention of professionals, procedures aimed at strengthening interpersonal relationships, active listening, and recognition of work were identified. Initiatives such as continuing education, health insurance, career plan, reorganization of routines, and promotion of dialogue spaces were mentioned. However, the data indicate that these practices still occur sporadically, lacking greater systematization and alignment with a more comprehensive institutional people management policy.

School leadership, teacher well-being, and sustainability of educational teams

The shortage of qualified professionals in education transcends mere hiring difficulties, encompassing structural issues related to working conditions, professional recognition, and the organizations’ capacity to foster environments for human development. In this context, school leadership assumes a strategic role, as the way teams are led and valued directly influences the retention, engagement, and satisfaction of professionals, as pointed out by Fullan (2014).

The appreciation of teaching work is central to the sustainability of school teams. Hargreaves and Fullan (2012) emphasize the concept of professional capital, which combines human capital (individual competencies), social capital (collaboration and trust), and decisional capital (autonomy and participation). When these elements are encouraged, an environment conducive to professional development and teacher retention is created, which is crucial for addressing the professional blackout.

The performance of school leadership is essential for building institutional cultures based on cooperation and professional recognition. Day and Sammons (2016) argue that leaders who invest in continuous training, pedagogical support, and valuing teaching work strengthen professional commitment and institutional performance. Leadership, in this sense, is a relational process, mediating organizational dynamics and encouraging collective work for the development of professionals’ potential.

The emotional and psychological conditions of teaching work are also a relevant element. Studies by Maslach and Leiter (2016) demonstrate that environments with excessive demands, lack of recognition, and low institutional support can lead to professional exhaustion (burnout). In the educational context, where responsibilities and demands are increasing, school leadership plays a fundamental role in creating strategies that promote a balance between work demands and professional well-being.

The promotion of healthy organizational environments requires the recognition of human needs in labor relations. Self-Determination Theory, by Deci and Ryan (2000), suggests that motivation and professional engagement are linked to the satisfaction of needs for autonomy, competence, and belonging. This implies that professionals become more involved when they participate in institutional decisions, feel capable of developing their competencies, and perceive themselves as part of a community that values their contributions.

In this sense, school leadership must seek strategies that strengthen the participation and protagonism of professionals, creating spaces for dialogue, valuing their experiences, and encouraging collaboration. Such initiatives contribute to a positive organizational climate and the development of a collective learning culture, where knowledge is shared and built collaboratively, according to Senge’s (1999) vision of learning organizations.

The social and institutional recognition of the teaching profession is another crucial aspect. Nóvoa (2019) highlights that the valorization of teachers is not restricted solely to salaries, but involves strengthening professional identity and recognizing the complexity of pedagogical work. The construction of professional learning communities, where educators share experiences and reflect on their practices, is a promising path to strengthen teaching work and retention in institutions.

The sustainability of educational teams depends on the ability of institutions to develop structured human resource management policies. Such policies should include continuous training, professional development, well-being promotion, and the building of institutional relationships based on respect and trust. When these dimensions are integrated into school leadership practices, it is possible to create more balanced organizational environments capable of facing the challenges of professional scarcity.

Thus, people management in the school context requires a broad and integrated approach, which articulates leadership, professional development, and care for the well-being of collaborators. School leadership is a relational and formative process, capable of mobilizing people, strengthening institutional bonds, and promoting collective development. School managers need to develop leadership practices focused on valuing people, strengthening work relationships, and building sustainable educational environments, according to Morais and Silva (2021).

In summary, the research results confirm that the professional blackout is a reality recognized by school managers, impacting the hiring, retention, and overload of teams. Although there are initiatives for appreciation and engagement, they are often isolated, indicating the need for more systematized strategies. School leadership emerges as a critical factor in mediating these challenges, being fundamental for building collaborative and sustainable work environments, aligned with the needs of professionals and the quality of education.

4. Conclusion

This study sought to investigate how school managers have conducted people management in the face of the professional blackout phenomenon, identifying leadership practices that promote engagement, motivation, and retention of education professionals. It was found that most managers recognized the professional blackout as an impactful reality in the educational context, mainly manifesting in hiring difficulties, teacher retention, and team workload overload. It was observed that, although institutional professional development initiatives exist, such as continuing education and routine reorganization, these still occur sporadically and lack greater systematization. School leadership, in this scenario, played a fundamental role in mediating these challenges, seeking to reconcile administrative demands with more participatory practices for employee well-being.

The main contribution of this work lies in deepening the understanding of managers’ perceptions of the professional blackout and leadership challenges, offering subsidies for strengthening people management in the school environment. As limitations, the research’s focus on a single institution and the preliminary nature of the analyzed data are highlighted. For future studies, it is suggested to expand the number of participants and explore different educational contexts in order to obtain a more comprehensive view of the phenomenon and effective leadership strategies. The results presented reinforce the need for more robust institutional policies and strategic leadership to build collaborative and sustainable work environments in education.

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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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