CONTINUING EDUCATION FOR SCHOOL MANAGERS: IMPACTS ON THE PRACTICE OF EDUCATIONAL LEADERSHIP

Abstract

The aim of this article is to analyze the importance of continuing training for strengthening the educational leadership of school managers in the context of public educational institutions. The research is based on the understanding that the manager's role goes beyond administrative functions, and also involves pedagogical, social and political dimensions that require continuous preparation. The theoretical framework addresses issues such as democratic management, transformative leadership, organizational culture, managerial skills and pedagogical mediation, highlighting the need for managers to develop specific skills to deal with the day-to-day challenges of the school, promoting quality education that is inclusive and aimed at social transformation. The analysis shows that continuing education expands the critical and reflective capacity of managers, encouraging them to build collaborative, ethical leadership that is committed to the school's political-pedagogical project. It also shows that well-structured training programs contribute significantly to improving the institutional climate, the performance of teaching staff and, consequently, student learning. The study concludes that investing in ongoing training processes is essential to consolidate more effective, democratic and humanized management practices, reinforcing the role of the manager as a key agent in building a quality public school.