Educational planning and management in a technical center: case study

The objective of this study was to analyze the relationship between planning, institutional management, and pedagogical management in a public secondary technical-vocational school through a descriptive empirical case study. The research adopted a mixed-methods approach, integrating observation, interviews, structured questionnaires, and document analysis techniques, applied to administrators, teachers, and students. The data were analyzed using descriptive statistics and interpretive analysis, organized around the dimensions of planning and institutional management, pedagogical management, and contextual conditions. The results show that the school has formal planning instruments that are used systematically, which fosters institutional organization and coherence in pedagogical processes. In this regard, a correspondence was observed between teacher planning, teaching and learning practices, and competency-based assessment, accompanied by positive perceptions from both teachers and students. However, contextual limitations related to overcrowding and physical infrastructure were identified. It is confirmed that planning and institutional management constitute relevant supports for the development of pedagogical management, conditioned by the context in which they are implemented.