THE ROLE OF SCHOOL MANAGEMENT IN THE CONTINUING TRAINING OF TEACHERS

Abstract

The objective of this article was to investigate how school management influences the development of continuing education for elementary school teachers, focusing on the impact of management practices on professional development and teaching quality. The methodology adopted was qualitative and descriptive-exploratory, based on a bibliographic review of books, articles and academic studies on school management, continuing education and strategies for professional development. The main results indicated that school management plays a central role in the continuing education of teachers. Democratic and participatory management models proved to be effective in promoting collaboration between teachers and managers, encouraging innovative pedagogical practices. Transformational leadership was identified as essential to motivate teachers to adopt reflective and creative approaches. In contrast, centralized management, marked by bureaucratic practices, was seen as limiting professional development, hindering collaboration and the creation of a continuous learning environment. It is concluded that school management should act as a facilitator, promoting teacher autonomy, encouraging participation in training programs and integrating theory and practice. Effective management is essential to strengthen teacher training, improve the quality of teaching and create an inclusive educational environment that is adaptable to change.