Πασιάς Γεώργιος, Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Παπακωνσταντίνου Γεώργιος, Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Φωτεινός Δημήτριος, Επίκουρος Καθηγητής, Παιδαγωγικό Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
The main reasons for choosing the specific topic of the present research were on the one hand the continuous unsuccessful attempts to institutionalize an evaluation system in education, from the end of the inspection until today and on the other hand the strong pressures of the European Union for its establishment. The purpose of this thesis is to record the views of Special Education teachers of secondary education in the prefecture of Attica, regarding their evaluation, in the context of the evaluation of the educational project and to highlight the aims, bodies, methods, and criteria that they themselves indicate as most important for the evaluation of their work.
In this context, a quantitative survey was conducted, where a weighted questionnaire with 52 statements was used for data collection. The statistical analysis of the data was done with the SPSS program. The survey involved 171 teachers, of whom about 50,3% were in favor of evaluation. The findings suggest that the assessment, in order to be accepted, must be released from any punitive nature it may receive. Consequently, "penalties" such as the reduction of the salary or the compulsory transfer to other departments, find the opposite of most teachers (73.1% and 53.2% respectively). Even linking evaluation to positive rewards, such as salary increases, does not seem to have the consent of the majority of teachers (40.9%).
The most important finding of the present study is, perhaps, that the evaluation process is accepted by teachers when its results are perceived as a feedback mechanism. Teachers are not only “not afraid” to know their weaknesses (67.8%), but are willing (70-84%) to participate in evaluation processes among peers, with the aim of "Adopting good practices in the educational process", the "Development of cooperation to upgrade the quality of teaching" and "Professional empowerment and strengthening of their scientific identity".
The most acceptable form of assessment is self-assessment (71.4%), while in percentages ranging around 40% -46% teachers are willing to be evaluated "internally" either by the principal of their school unit or by colleagues or even their students. It is noteworthy that only one in three teachers would like the evaluation to be done by a committee of appointed evaluators or the educational project coordinator/school counselor (33.4% and 31.6% respectively), while the parents or Local Authorities as bodies of the evaluation process have a particularly low degree of acceptance (18.1% and 3.5% respectively).
The question of objectivity finally emerges, according to the findings, as the most important criterion for the acceptance of evaluation by teachers, since the highest percentage of agreement in a statement is recorded in the proposal to ensure the integrity of the evaluation process (83.7%).
Teacher evaluation, Teacher peer evaluation, quality teacher, teaching quality