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Teachers' Roles in Self-evaluation in Education

Listed author(s):
  • Mateja Brejc

    (National School for Leadership in Education, Slovenia)

  • Sanja Gradisnik

    (National School for Leadership in Education, Slovenia)

  • Andrej Koren

    (National School for Leadership in Education, Slovenia)

Registered author(s):

    One of the approaches to quality in education is self-evaluation as a mechanism for evaluating the functioning of schools and pre-school institutions. In the process of selfevaluation, organisations can identify the areas that are important to them, and specify how they will improve, monitor and evaluate them. The process of self-evaluation involves various stakeholders who with different roles, duties and responsibilities participate in it and contribute to the improvement of schools, i.e. head teachers, team members, teachers, pupils, parents, etc. This paper focuses on the roles of teachers who have the biggest direct influence on pupils' achievements. With a questionnaire, we have examined the importance of individual teachers' roles in the implementation of self-evaluation. The paper offers findings about the level of importance of individual roles, which are based on the analysis of the empirical data obtained in our survey.

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    This chapter was published in: Mateja Brejc & Sanja Gradisnik & Andrej Koren , , pages 531-537, 2011.
    This item is provided by International School for Social and Business Studies, Celje, Slovenia in its series Knowledge as Business Opportunity: Proceedings of the Management, Knowledge and Learning International Conference 2011 with number 531-537.
    Handle: RePEc:isv:mklp11:531-537
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