| dc.description.abstract | Με την παρούσα εργασία επιχειρείται να καταγραφούν οι απόψεις και οι στάσεις των Διευθυντών, Εκπαιδευτικών και Γονέων στα δημοτικά σχολεία του Ν. Κιλκίς για την εσωτερική αξιολόγηση των εκπαιδευτικών και του έργου τους. Ακόμη, εξετάζεται η συσχέτιση των απόψεων και στάσεων των ερωτώμενων ομάδων με τις ανεξάρτητες μεταβλητές, το φύλο, την ηλικία και την προϋπηρεσία. Στο θεωρητικό μέρος της εργασίας, γίνεται μια βιβλιογραφική προσέγγιση της αξιολόγησης του εκπαιδευτικού έργου με εμβάθυνση στην εσωτερική αξιολόγηση. Στο ερευνητικό μέρος, παρουσιάζονται η μεθοδολογία της έρευνας, η παρουσίαση και ανάλυση των ερευνητικών ευρημάτων, η συζήτηση των αποτελεσμάτων, τα συμπεράσματα και τέλος οι προτάσεις. | el_GR |
| dc.description.translatedabstract | The evaluation of teachers and their work is a policy pending for several decades in our country, as the successive regulations enacted in the course of years have not been realized. Governmental plans to evaluate teachers have encountered strong opposition, especially by teachers and their trade union leaders. The profound political, economical and social crisis experienced in our country nowadays is the reason why teacher evaluation is again in the forefront of policy discussions. Recently, many interesting views and suggestions by both supporters and opponents of teacher evaluation have been expressed.
This study is an attempt to record the views and attitudes of school principals, teachers and parents in primary schools regarding the internal evaluation of teachers and their work. Furthermore, it aims to investigate possible associations between the views and attitudes of respondents and a number of factors, including gender, age, and years of service. The theoretical part of the study consists of a literature review on educational evaluation, with emphasis on internal school evaluation. The empirical part comprises a description of the methodology followed, a presentation of findings, the conclusions and discussion of the findings, as well as recommendations for further research and practice. The research findings indicate that school principals, teachers and parents understand the need for evaluation in education and they believe that the collective internal evaluation or ‘self-assessment’ of the school is the most appropriate form of evaluation and source of feedback for improving teachers’ work. School principals and parents express positive views and attitudes towards internal evaluation, while teachers are more reluctant to express their views, with a trend towards denial. There are widely differentiated views and attitudes depending on respondents’ characteristics. As far as gender is concerned, there is no marked difference in the groups surveyed. Male principals’ and teachers’ opinions differ from those expressed by their female counterparts on the following issues: the form that the evaluation should take, the factors to be taken into consideration during internal evaluation, the expected (positive or negative) outcomes of internal evaluation, and the level of insecurity felt. Male principals, teachers and parents support internal evaluation, whereas women are more cautious in their responses with a tendency towards denial. In the case of parents, gender is the characteristic that differentiates the views expressed with regard to the forms that evaluation should take and its expected (positive or negative) outcomes.
Older principals and teachers appear to believe that internal evaluation will promote a collective/collaborative ethos among teachers and parents to a greater degree than their younger counterparts. Among parents, age does not appear to affect their views and attitudes. Moreover, school principals and teachers with a long experience in education believe that internal evaluation will promote a collective/collaborating ethos among teachers and parents to a greater extent than their counterparts with fewer year of work experience, while they tend to agree more with using the number of publications as a criterion in teacher evaluation and they report higher levels of anxiety in the prospect of being evaluated by many different
people simultaneously. School principals and teachers with many years of work experience in their current school strongly support the use of student attainment as a criterion in teacher evaluation. On the other hand, teachers with fewer years of experience in their current school express less positive views and attitudes towards the same criterion. | el_GR |
