Κατεύθυνση Εκπαιδευτική Πολιτική και Διοίκηση της Εκπαίδευσης
Library of the School of Philosophy

2022-12-01

2022

Iakovaki Dimitra

Γεώργιος Πασιάς, Καθηγητής ΕΚΠΑ
Δημήτριος Φωτεινός, Αναπηρωτής Καθηγητής ΕΚΠΑ
Ιωάννης Ρουσσάκης, Επίκουρος Καθηγητής ΕΚΠΑ

Η σχολική αυτοαξιολόγηση και η επίδρασή της στην επαγγελματική ανάπτυξη των εκπαιδευτικών πρωτοβάθμιας εκαίδευσης

English
Greek

The school self-evaluation and its impact on the primary school teachers’ professional development

Improving the quality of education provided is a key feature of those who are responsible for shaping the educational policy of our country. The main pillar of change is the policies proposed by the new system of evaluation of educational work and teachers as well as the professional learning of teachers.
The improvement of the quality of teaching is enhanced through the self-evaluation of the educational work and the professional development of the teachers in order to form a culture of cooperation, collectivity and evaluation in the school unit, characteristics that are attributed to a learning community. In this dissertation we have studied the perceptions and predispositions of teachers regarding the development perspective of self-assessment as a factor in their professional development within the school unit and the role of its governing bodies (Management & Teachers Association) in its development and implementation. The quantitative methodological approach was followed and the sample of the research consisted of teachers (N = 127) who serve in primary schools in Attica. For the data collection, a research tool has been developed designed by the researcher in the form of a closed-ended questionnaire. The results of the research show the critical attitude of teachers towards self-evaluation. More specifically, teachers seem to equate self-evaluation with external evaluation to a large extent and identify it as such, possibly due to the lack of knowledge of the process and its many years of non-existence in Greek educational system. The findings highlight the predispositions and positive tendencies of teachers for self-exploration, self-improvement through reflection. At the same time, they want to promote innovation and research through the exchange of practices and ideas, in the context of collaborative forms of learning, in a spirit of mutual trust and collectivity. Their answers confirm the current mentality of "individualism" of teachers, the privatization of teaching, the lack of a culture of evaluation, as well as the centralized character of our educational system that does not cultivate autonomous, collective and collaborative learning environments, while one of the modern Trends in various education systems internationally are that schools are becoming more decentralized and autonomous organizations, which will be characterized by transparency and openness to society.
Finally, the teachers who participated in the research do not believe that self-assessment will support their professional development to a significant degree with a view to their evolution. It is necessary, therefore, to support self-assessment through training in order teachers to know the process and proceed to its implementation at their schools.

Education - Sport science

Self-assessment, culture of cooperation, culture of evaluation, reflection, professional development, in-school training, collaborative practices, peer observation

Yes

3

Yes

197

328

File access is restricted only to the intranet of UoA.

https://pergamos.lib.uoa.gr/uoa/dl/object/3229172