Perceptions of managers in a network of faith-based schools regarding the responsibilities of their professional role

Abstract

This article analyzes school managers’ perceptions of their professional roles and how they organize their practices in everyday institutional contexts. Grounded in the understanding of school management as a complex and integrated process, it examines the clarity of roles and the articulation among different managerial functions within a network of faith-based schools. This qualitative study, approved by a Research Ethics Committee, involved 46 managers from eleven institutions. Data were collected through identification forms and group discussions and analyzed using content analysis. The findings highlight challenges such as role overlap, excessive personalization of management, and expanded responsibilities, as well as opportunities related to professional experience, continuing education, and functional integration. It is concluded that role clarity is constructed in daily practice and depends on organizational conditions and professional engagement, indicating the need for institutional mechanisms of cooperation and functional delimitation.