Rankings e qualidade percebida nas escolas secundárias do Algarve

Abstract

This article aims at demonstrating that the rankings of the secondary schools of the Algarve are not confirmed by the perception of quality of their teachers and students. After selecting the three better positioned and the three in the last positions, we used Kelly’s repertory grids to build a two-factor questionnaire, integration and management, which was administered to a sample of 497 students and 174 teachers of the six selected schools. Results indicated that the rankings were not confirmed by the perception of quality by the teachers and students. It was also possible to draw a profile of a school with quality and of a school with poor quality, based on the correspondence factor analysis made to the interviews of teachers and students. These results, although needing a more inclusive investigation, called the attention to the unjust situations the rankings might create when used as a sole indicator to evaluate the quality of schools.