<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872023000200203</article-id>
<article-id pub-id-type="doi">10.21814/rpe.25152</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Perspectives on Planning for School Improvement: Processes, Critical Factors, and Perceived Outcomes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspetivas de professores sobre o planeamento para a melhoria das escolas: Processos, fatores críticos e resultados percebidos]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas de los docentes sobre la planificación para la mejora escolar: procesos, factores críticos y resultados percibidos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa Faculty of Education and Psychology Research Centre for Human Development]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872023000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872023000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872023000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Strategic planning and strategic action have been identified as valuable frameworks for school improvement. Therefore, school reforms in different parts of the world have mandated formal planning to support improvement. However, planning is only sometimes fully embraced and knowledge-based, raising questions about schools' efficacy in strategic planning and action processes. In that sense, developing a better understanding of strategic planning and action is critical. This study focuses on the school planning processes in Portuguese schools by exploring how three Portuguese schools engaged in strategic action planning processes. A qualitative approach was employed. School strategic processes, critical factors for high-quality strategic action and planning, and perceived outcomes of strategic action plans were identified. The findings indicate that schools have embraced strategic action plans, despite the difficulties encountered during the planning and implementing process. Planning was limited by deadlines, failing in teachers, and other stakeholders' participation. Limited financial support and human resources were identified as factors hindering plan implementation. Compromise to school mission was identified as the main factor facilitating planning and action. The results point to crucial challenges for policymakers and school leaders. It also has relevant implications for future research related to school improvement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O planeamento estratégico e a ação estratégica foram identificados como marcos valiosos para a melhoria da escola. Por conseguinte, as reformas escolares em diferentes partes do mundo exigiram um planeamento formal para apoiar a melhoria. No entanto, o planeamento nem sempre é totalmente adotado e baseado em conhecimento, o que levanta questões sobre a eficácia das escolas no planeamento estratégico e nos processos de ação. Nesse sentido, é importante desenvolver uma melhor compreensão do planeamento e da ação estratégicos. Este estudo centra-se nos processos de planeamento nas escolas portuguesas, explorando a forma como três escolas se envolveram em processos de planeamento estratégico de ação. Foi realizado um estudo qualitativo. Foram identificados os processos estratégicos das escolas, os fatores críticos para uma ação e planeamento estratégicos de alta qualidade e os resultados percebidos de planos de ação estratégica. Os resultados indicam que as escolas adotaram planos de ação estratégica, apesar das dificuldades encontradas durante o processo de planeamento e implementação. O planeamento foi limitado por prazos bem como pelas limitadas oportunidades de participação dos professores e de outros intervenientes educativos. Apoio financeiro e recursos humanos limitados foram identificados como fatores que dificultam a implementação do plano. O compromisso com a missão escolar foi identificado como o principal fator que facilita o planeamento e a ação. Os resultados deste estudo apontam para desafios significativos para os decisores políticos e líderes escolares. Também tem implicações relevantes para pesquisas futuras relacionadas com a melhoria escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La planificación estratégica y la acción estratégica se han identificado como marcos valiosos para la mejora escolar. Por lo tanto, las reformas escolares en diferentes partes del mundo han exigido una planificación formal para apoyar la mejora. Sin embargo, la planificación no siempre se adopta plenamente ni se basa en el conocimiento, lo que plantea interrogantes sobre la eficacia de las escuelas en los procesos de planificación y acción estratégicos. En ese sentido, es importante desarrollar una mejor comprensión de la planificación y la acción estratégicas. Este estudio se centra en los procesos de planificación escolar en las escuelas portuguesas mediante la exploración de cómo tres escuelas participaron en los procesos de planificación de acciones estratégicas. Se utilizó un diseño cualitativo. Se identificaron los procesos estratégicos escolares, los factores críticos para una acción y planificación estratégicas de alta calidad y los resultados percibidos de los planes de acción estratégicos. Los resultados indican que las escuelas adoptaran planes de acción estratégicos, a pesar de las dificultades encontradas durante el proceso de planificación e ejecución. La planificación se vio limitada por los plazos, y por las escasas oportunidades de participación de los profesores y otras partes interesadas. El apoyo financiero y los recursos humanos limitados se identificaron como factores que obstaculizan la implementación del plan. El compromiso con la misión de la escuela se identificó como el principal factor que facilita la planificación y la acción. Los resultados de este estudio señalam importantes retos para los responsables por las políticas y los líderes escolares. También tiene implicaciones relevantes para futuras investigaciones relacionadas con la mejora escolar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[School improvement]]></kwd>
<kwd lng="en"><![CDATA[Strategy]]></kwd>
<kwd lng="en"><![CDATA[Strategic planning]]></kwd>
<kwd lng="en"><![CDATA[Qualitative study.]]></kwd>
<kwd lng="pt"><![CDATA[Melhoria das escolas]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia]]></kwd>
<kwd lng="pt"><![CDATA[Planeamento estratégico]]></kwd>
<kwd lng="pt"><![CDATA[Estudo qualitativo]]></kwd>
<kwd lng="es"><![CDATA[Mejora escolar]]></kwd>
<kwd lng="es"><![CDATA[Estrategia]]></kwd>
<kwd lng="es"><![CDATA[Planificación estratégica]]></kwd>
<kwd lng="es"><![CDATA[Estudio cualitativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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