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IZVAJANJE SAMOEVALVACIJE IN PRIPRAVA POROČIL O KAKOVOSTI NA SREDNJIH ŠOLAH
ID Slejko, Kristina (Author), ID Podgornik, Vesna (Mentor) More about this mentor... This link opens in a new window

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Abstract
V okviru magistrskega dela smo raziskovali proces izvajanja samoevalvacije in pripravo poročil o kakovosti, delovanje komisije za kakovost in splošno klimo glede samoevalvacije na slovenskih srednjih poklicnih in strokovnih šolah. V teoretičnem delu smo opredelili pojme kakovosti, evalvacije in samoevalvacije v vzgoji in izobraževanju. Nato smo predstavili zakonske določbe samoevalvacije v Sloveniji, naš sistem ugotavljanja in zagotavljanja kakovosti ter nekatere nacionalne projekte za kakovost. Opisali smo tudi načela in faze samoevalvacije, prednosti in težave, ki se lahko pojavijo pri procesu samoevalvacije, predstavili smo vloge različnih deležnikov pri samoevalvaciji ter pomen priprave poročila o kakovosti. Izhajajoč iz dejstva, da so srednje poklicne in strokovne šole formalno pravno dolžne pripraviti letno poročilo o kakovosti in ga objaviti na svoji spletni strani, smo naredili pregled objavljenih poročil o kakovosti srednjih poklicnih in strokovnih šol v osrednjeslovenski regiji in jih analizirali. Za celovitejši vpogled v raziskovalni problem smo na šolah, katerih poročila smo analizirali, opravili tudi polstrukturirane intervjuje z vodji komisij za kakovost. Iz analize poročil o kakovosti smo ugotovili, da so vsebinska področja samoevalvacije najpogosteje povezana s procesnim vidikom (poučevanje in učenje dijakov) in medosebnim vidikom (odnosi in komunikacija med učitelji oziroma zaposlenimi ter učitelji in dijaki). Podatke v okviru samoevalvacijske raziskave šole najpogosteje zbirajo z anketnim vprašalnikom za dijake, podatki pa so najpogosteje prikazani s tabelami in grafi. Iz ugotovitev analize polstrukturiranih intervjujev z vodji komisij za kakovost smo ugotovili, da imajo šole, vključene v raziskavo, komisijo za kakovost, ki skrbi za izvajanje samoevalvacije na šoli, je v oporo tudi posameznim učiteljem pri izvajanju samoevalvacije, posredno s svojim delom vpliva tudi na kakovost izvajanja učnega procesa, dobro klimo med zaposlenimi, kakovostne odnose z delodajalci, dela v dobro dijakov in je podporni organ vodstvu. Komisija za kakovost ima največ težav z motivacijo članov komisije za kakovost in ostalih zaposlenih za izvajanje samoevalvacije in z vzpostavljanjem ustrezne klime za samoevalvacijo. Iz analize poročil je razvidno, da se pojavljajo določene težave tudi zaradi slabe usposobljenosti zaposlenih strokovnih delavcev za izvajanje samoevalvacije (npr. pri analizi in interpretaciji podatkov ipd.). Na osnovi analize literature in ugotovitev, pridobljenih s pomočjo kvalitativne empirične raziskave, smo na koncu oblikovali in predstavili nekatera priporočila za izvajanje samoevalvacije na šolah in pripravo poročil o kakovosti.

Language:Slovenian
Keywords:samoevalvacija, ugotavljanje in zagotavljanje kakovosti, poročilo o kakovosti, klima za izvajanje samoevalvacije, komisija za kakovost
Work type:Master's thesis/paper
Organization:FF - Faculty of Arts
Year:2024
PID:20.500.12556/RUL-156263 This link opens in a new window
Publication date in RUL:16.05.2024
Views:93
Downloads:39
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Secondary language

Language:English
Title:IMPLEMENTATION OF SELF-EVALUATION AND PREPARATION OF QUALITY REPORTS IN SECONDARY SCHOOLS
Abstract:
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.

Keywords:self-evaluation, quality assessment and assurance, quality report, climate for self-evaluation, quality assurance committee

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