School self-evaluation an international or country specific imperative for school improvement?

Brown, Martin; Gardezi, Sarah; Blanco, Laura del Castillo; Simeonova, Rossitsa; Parvanova, Yonka; McNamara, Gerry; O’Hara, Joe; Kechri, Zacharoula

doi:10.1016/j.ijedro.2021.100063

Cited by 10 publications

(3 citation statements)

References 12 publications

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“…The principal, as the main driver of the institution, has a role in increasing teacher discipline and creating a positive culture for school members. The research (Amri et al, 2021;Brown et al, 2021;Degner et al, 2022;Ilhami et al, 2021;Milara et al, 2020;Moreno-Morilla et al, 2021;Almusawi et al, 2021;Gautam et al, 2022;Lomsdal et al, 2022;Nofrial et al, 2019;Prastiyo et al, 2022) confirms that the principal's leadership can influence teacher's digital literacy services, for he or she has control over the institution he or she leads. The principal has the right to change the school system through the rules applied.…”

Section: Figure 2: Correlation Model Between Variables X1 and X2 To X3mentioning

confidence: 78%

The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School

Sogalrey

Madhakomala

Santosa

et al. 2022

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This study was conducted to determine the effect of digital literacy services on educators' perception regarding the leadership of school principals and the influence of digital literacy services on school culture and the influence of school culture on educators' perceptions of principal leadership. Researchers chose a quantitative method with a path analysis technique, and with a total population of 152 teachers and up to 110 respondents. Data were collected through questionnaires distributed to each respondent and analyzed using SPSS 25. The results show a direct influence of teachers' perceptions of school leadership on digital teacher literacy services with a correlation of 0.518 and a path coefficient of 0.306, contributing to 15.84 percent. There is also a direct influence of school culture on digital teacher literacy services with a correlation of 0.586 and a path coefficient of 0.439, contributing to 25.75 percent. Meanwhile, an influence of educators' perceptions regarding principal's leadership and school culture on digital teacher literacy can be viewed from a correlation of 0.483. In other words, there is a joint influence of educators' perceptions of principals' leadership and school culture on digital teacher literacy services with a correlation of 0.64 and a contribution of 41.59 percent. This means that teachers' perceptions of principal leadership and school culture have a significant influence of 41.59 percent on teacher digital literacy services.

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Section: Figure 2: Correlation Model Between Variables X1 and X2 To X3mentioning

confidence: 78%

The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School

Sogalrey

Madhakomala

Santosa

et al. 2022

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“…Modern scientific developments confirm the fact that the greatest effect in achieving better results in the quality of education is provided by those models of evaluation and control of educational activities of an educational institution that are based on a combination of external verification systems (institutional audit) and internal assessment (self-assessment) of the quality of education (Hromovyi V, 2019;Hrechanyk O., Hryhorash V., 2019;Dudka T., 2020;Bobrovskyi M., Horbachov S., Zaplotynska O., Linnik O., 2021;Drobin A., Kurlova O., 2022;Lukina T., 2023). Foreign scientists focus on issues related to finding a balance between external and internal assessments of the quality of educational and management processes of an educational institution and the conditions for improving its activities and efficiency (Blok N, Sleegers P., Karsten S., 2008;Ehren M., Shackleton N., 2015;Ehren M., Baxter J., 2020;Brown M., Gardezi S., Blanco L., Simeonova R., Parvanova Y., McNamara G., O'Hara J., Kechri Z., 2021). Simultaneously, it should be noted that the outlined issues have not received multidimensional coverage in scientific research, and successful practices of internal and external assessment of the quality of functioning within general secondary education institutions in the form of institutional audit require further study and adaptation to modern realities.…”

Section: Introductionmentioning

confidence: 99%

Інституційний Аудит Як Важливий Інструмент Забезпечення Якості Освіти

Iliichuk

2023

MSUC

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The article highlights the problem of implementing an effective model of quality assurance in general secondary education institutions, based on a combination of mechanisms for external evaluation of the activities of an educational institution and procedures for self-assessment of the results of its functioning. The emphasis is placed on the need to conduct an institutional audit of general secondary education institutions as a necessary component of the system of external evaluation of educational and management processes of an educational institution and the internal system of quality assurance for education, as well as verification of compliance by an educational institution with the requirements of legislation in the field of education. The legislative interpretation of the quality of education and the components of the quality assurance system, as well as institutional audit as one of the components of external verification and assessment of the quality of general secondary education, which results in the effective functioning and sustainable development of an educational institution, is considered. The article reveals the essence of institutional audit and defines the procedure for its conduct in general secondary education institutions. It is noted that the institutional audit is carried out by the Ukrainian State Education Quality Service and its territorial bodies within their powers, in accordance with specially developed procedures according to a clearly defined list of areas, requirements, criteria and evaluation indicators. The main directions of institutional audit in general secondary education institutions are considered. The priorities of building a modern institutional audit on the basis of innovation, transparency, openness, high quality, independence, and partnership with other educational institutions are emphasized, which is a prerequisite for ensuring the quality of educational services in general secondary education institutions and a guarantee of effective development of the educational sector in Ukraine.

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“…It is also argued that the effectiveness of SSE depends on a positive attitude toward SSE (Vanhoof et al, 2009) and the evaluation capacity of those who steer it in schools (O'Brien et al, 2017). However, a positive attitude toward an initiative emanates from the way it is introduced, and it is more likely to attract disapproval if imposed abruptly (Brown, Gardezi et al, 2021). Equally important is the availability of systems to support the launch of a new initiative that helps ease the anxieties of those expected to implement it.…”

Section: Introductionmentioning

confidence: 99%

Embedding Self-Evaluation in School Routines

et al. 2021

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School self-evaluation (SSE) has emerged as a widely used approach to school evaluation in recent decades. This has occurred in the context of what is referred to as “New Public Management,” an element of which seeks to empower public institutions to make decisions locally about improving their processes and standards. Inspection regimes in many countries have developed legislative, methodological, and support mechanisms for schools to carry out SSE. This paper, by using the evolution of the SSE process in Irish education, analyses the efficacy of SSE by exploring teachers and school principals’ perceptions of both the challenges and supports concerning the integration of SSE in their schools. Results derived from this study suggest that respondents were, overall, fully aware of the support services available to them. However, support capacity challenges also emerged, in particular as it relates to data use and target setting. Importantly, it is argued that since there are striking resemblances between SSE as it has developed in Ireland and other systems, the challenges and solutions identified in this paper will have wide application in other contexts.

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School self-evaluation an international or country specific imperative for school improvement?

Cited by 10 publications

References 12 publications

The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School

The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School

Інституційний Аудит Як Важливий Інструмент Забезпечення Якості Освіти

Embedding Self-Evaluation in School Routines

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