In the master's thesis, we researched the process of self-evaluation and the preparation of quality reports, the functioning of the quality assurance committee and what the general climate is regarding self-evaluation at Slovenian secondary vocational and professional schools. In the theoretical part, we defined the concepts of quality, evaluation and self-evaluation in education. Then we presented the legal provisions of self-evaluation in Slovenia, our system of quality assessment and assurance, and some national quality projects. We also described the principles and phases of self-evaluation, the advantages and problems that may arise during the self-evaluation process, we presented the roles of various stakeholders in self-evaluation and the importance of preparing a quality report. Based on the fact that secondary vocational and professional schools are formally and legally obliged to prepare an annual quality report and publish it on their website, we made an overview of published quality reports of secondary vocational and professional schools in the Central Slovenian region and analysed them. For a more comprehensive insight into the research problem, we also conducted semi-structured interviews with the heads of quality assurance committees at the schools whose reports were analysed. From the analysis of quality reports, we found that the content areas of self-evaluation are most often related to the process aspect (teaching and learning of students) and the interpersonal aspect (relationships and communication between teachers or employees and teachers and students). In the context of the self-evaluation survey, data are most often collected by schools through a student questionnaire and are most often presented in tables and graphs. From the findings of the analysis of the semi-structured interviews with the heads of the quality assurance committees, we found that the schools included in the survey have a quality assurance committee which is responsible for the implementation of self-evaluation at the school, supports individual teachers in the implementation of self-evaluation, indirectly influences the quality of the teaching process, the climate among the staff, quality relations with employers, works for the benefit of the students and is a support body for the school’s management. The quality assurance committee has the greatest difficulty in motivating the members of the quality assurance committee and other employees to carry out self-evaluation and in creating an appropriate climate for self-evaluation. The analysis of the reports shows that some problems also arise due to the poor qualification of the professional staff to carry out self-evaluation (e.g. in analysing and interpreting data etc.). Based on the analysis of the literature and the findings of the qualitative empirical research, we finally formulate and present some recommendations for the implementation of self-evaluation in schools and the preparation of quality reports.
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