School Self Evaluation: How Involved Are Educators in the Process?

Setlalentoa, Wendy N.

doi:10.31901/24566322.2014/07.03.13

Cited by 1 publication

(1 citation statement)

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“…Although there is adequate knowledge of SSE globally, the participants still pointed out that enough training could be given to teachers to enhance their understanding and knowledge of SSE. So adequate training would be useful for teachers to have a better understanding of SSE (Setlalentoa, 2014) and appreciation of the benefits schools may derive from its proper application.…”

Section: Discussionmentioning

confidence: 99%

School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana

Cobbinah

Eshun

2021

Sage Open

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Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools.

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Section: Discussionmentioning

confidence: 99%