Šolska samoevalvacija kot dejavnik šolske učinkovitosti : doktorska disertacija

Taštanoska, Tanja (avtor), Vogrinc, Janez (mentor)

Osrednji namen raziskave je bil raziskati procese samoevalvacije v slovenskih šolah in v luči razumevanj šolske učinkovitosti. Šolsko učinkovitost smo teoretskem delu disertacije postavili kot raven učinkovitosti v večnivojskem modelu učinkovitosti izobraževanja. Pri tem je v središče teoretskega dela doktorske disertacije postavljen proces institucionalne samoevalvacije kot instrumenta ugotavljanja in zagotavljanja kakovosti v širšem kontekstu šolske kulture. Šolsko kulturo smo teoretsko razplastili na ravni temeljnih predpostavk, izraženih vrednot in klime ter artefaktov, ki prečijo dimenzije kakovosti učnega okolja, profesionalne orientacije in organizacijske strukture. Učne izide na šolski ravni smo najprej interpretirali s preavkar omenjenimi kognitivnimi kazalniki, nato pa razširili s predlogom naborov nekognitivnih kazalnikov in s tem omogočili širitev razumevanja učinkovitosti na šolski ravni. V empiričnem delu smo raziskali razlike med učinkovitimi in neučinkovitimi šolami v procesu samoevalvacije in dimenzijah šolske kulture. V raziskavo smo vključili 4 strokovne srednje šole na podlagi namenskega vzorčenja po kriteriju dodane vrednosti pri poklicni maturi. Vključeni sta bili 2 šoli z visoko in 2 šoli z nizko dodano vrednostjo. Raziskavo smo izvedli s kombinacijo kvantitativnega – vprašalniki za učitelje in dijake – in kvalitativnega pristopa – polstrukturirani intervjuji, analiza šolskih dokumentov s področja ugotavljanja in zagotavljanja kakovosti. V polstrukturirane intervjuje smo vključili 4 ravnatelje in 12 strokovnih delavcev vključenih šol, v raziskovanje z vprašalniki je bilo vključenih 113 strokovnih delavcev in 527 dijakov na vseh štirih vključenih šolah. Iz pridobljenih podatkov smo oblikovali posamične študije primerov, s prečno primerjavo študije primerov pa smo izluščili ključne razlike v procesih samoevalvacije in šolskih kulturah med učinkovitimi in neučinkovitimi šolami. Z raziskavo smo pokazali na povezanost med temeljnimi predpostavkami šolske kulture in vsebino ter umestitvijo procesa samoevalvacije v delovanje šole. Na podlagi rezultatov smo oblikovali kulturni model šolske učinkovitosti in vanj umestili šolsko samoevalvacijo ter oblikovali priporočila za nadaljnji razvoj in podporo procesov samoevalvacije v slovenskem prostoru.

• Jezik: Slovenski jezik
• Ključne besede: šolska samoevalvacija, uvajanje izboljšav v šole, šolska učinkovitost, šolska kultura, ugotavljanje in zagotavljanje kakovosti, edukacijske politike
• Vrsta gradiva: Doktorsko delo/naloga
• Tipologija: 2.08 - Doktorska disertacija
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: T. Taštanoska
• Leto izida: 2024
• Št. strani: 492 str.
• PID: 20.500.12556/RUL-154320
• UDK: 37(043.2)
• COBISS.SI-ID: 184625667
• Datum objave v RUL: 07.02.2024

TAŠTANOSKA, Tanja, 2024, Šolska samoevalvacija kot dejavnik šolske učinkovitosti : doktorska disertacija [na spletu]. Doktorska disertacija. Ljubljana : T. Taštanoska. [Dostopano 18 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=154320

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: School Self Evaluation as a Factor of School Effectiveness

Izvleček

The primary aim of this research was to gain deeper insight into the processes of self-evaluation and self-improvement in Slovenian schools through the lens of school effectiveness. In the theoretical part of the dissertation, we set school effectiveness as a specific level of effectiveness in a multilevel model of educational effectiveness. We established the process of institutional self-evaluation as an instrument for quality assurance, which is at work in a broader context of school culture. The school culture is then theoretically further stratified into the levels of basic assumptions, expressed values and climate, and artifacts, which are crossed by transversal dimensions of the quality of the learning environment, professional orientation, and organizational structure. These cognitive learning outcomes partly explain the concept of school effectiveness. To broaden the concept, we also propose a possible set of non-cognitive indicators of school learning outcomes. In the empirical work, we investigated the differences between effective and ineffective schools in self-evaluation processes and dimensions of school culture. The study included 4 technical upper secondary schools based on non-probability purposive sampling according to the criterion of added value at the vocational matura examination. 2 schools with high added value and 2 schools with low added value were included to allow for comparison. The research was carried out using various methods: quantitative - questionnaires for teachers and students - and qualitative - semi-structured interviews and analysis of school documents reflecting school quality assurance processes. We included 4 school heads and 12 members of education staff from the participating schools in semi-structured interviews, 113 professionals and 527 students from all four participating schools were included in the questionnaire survey. From the obtained data, we created individual case studies, and by cross-comparing the case studies, we extracted the key differences between effective and ineffective schools in self-evaluation processes and school cultures. We have shown the connection between the fundamental assumptions of school culture and the content, as well as the placement of the self-evaluation process in the operation of the school. Based on the results, we created a cultural model of school effectiveness and highlighted the place of school self-evaluation in it. We formulated recommendations for further development and support of self-evaluation processes in Slovenia.

• Ključne besede: school self-evaluation, school improvement, school effectiveness, school culture, quality assurance, educational policy