THE ROLE OF THE SCHOOL ADMINISTRATOR IN SCHOOL MANAGEMENT AND IN ORGANIZING PEDAGOGICAL WORK

Abstract

This article aims to analyze the role of the school manager, in the position of principal, in the organization of pedagogical work and in the consolidation of a democratic and participatory school management model. This study adopts a qualitative approach and is based on a bibliographic review of theoretical contributions on school management and democratic leadership, with emphasis on the works of Lück (2011, 2012), Saviani (1996, 2012), and Rosar (1992). The results indicate that the school manager’s performance has a direct impact on the quality of pedagogical work, particularly when guided by democratic, ethical, and participatory principles. The findings also reveal that fostering conscious participation among different members of the school community strengthens shared responsibility, collective commitment, and the construction of an institutional environment conducive to learning. It is concluded that democratic management, when implemented through dialogue, collective planning, and shared decision-making, significantly contributes to improving educational processes and consolidating the school as a space for citizenship education and social transformation.