Evaluation level in the process of self-evaluation of educational institution/Razina evaluacije u procesu samo-evaluacije obrazovne institucije

Abstract

The aim of the study was to explore the justification for the evaluation level in the process of self-evaluation of an educational institution in regard to the key stakeholders as evaluators. The data was collected through the Self-evaluation of ECEC Institution Project. The study refers to data collected in three organizational units of the same ECEC institution. The evaluation level is either a separate organizational unit or an ECEC institution as a whole. Participants in the study (N=189) were the following key stakeholders: 3 principals, 37 preschool teachers, 12 preschool specialists, 44 administrative / technical staff members and 93 parents. The quality of ECEC institution was evaluated through self-evaluation questionnaires developed through the aforementioned project.

Data analysis confirmed that participants were very well informed about the quality area they were evaluating (95.28%). The Kruskal-Wallis test was used to explore differences in evaluation scores regarding the evaluation level (separate organizational unit or ECEC institution as a whole) and regarding key stakeholders. Data analysis did not show significant differences in evaluation scores regarding separate organizational units in cases where the evaluators were principals (χ²=2.000; p=0,368), preschool teachers (χ²=1.480; p=0.477), preschool specialists (χ²=1.500; p=0,472), members of administrative / technical staff (χ²=1.489; p=0.475) or parents (χ²=1.274; p=0.529).

It has been confirmed that separate organizational units are justified as an evaluation level only when exploring how well the key stakeholders are informed about the quality areas they are evaluating. In the process of self-evaluation of an educational institution the justified evaluation level is ECEC institution as a whole.

Key words: ECEC institution; key stakeholders; quality assurance; self-evaluation process

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Cilj je istraživanja ispitati opravdanost razine evaluacije u procesu samoprocjene kvalitete rada odgojno-obrazovne ustanove u odnosu na ključne dionike kao procjenjivače. Za potrebe istraživanja koristili su se podatci prikupljeni u projektu Samovrednovanje ustanova ranoga i predškolskoga odgoja i obrazovanja. Podatci se odnose na procjenu kvalitete rada triju područnih objekata jedne odgojno-obrazovne ustanove. Razinu evaluacije predstavlja područni objekt, odnosno ustanova u cjelini. Sudionici istraživanja (N=189) su ovi ključni dionici: 3 ravnatelja, 37 odgojitelja, 12 članova stručnoga tima, 44 člana administrativno-tehničkoga i pomoćnoga osoblja i 93 roditelja. Za procjenu kvalitete rada ustanove, odnosno pojedinoga objekta, koristili su se upitnici za ključne dionike koji su razvijeni unutar spomenutoga projekta. Rezultati potvrđuju visok stupanj informiranosti (95.28 %) ključnih dionika o elementima kvalitete rada ustanove. Kruskal-Wallis testom ispitane su razlike između procjena kvalitete rada ustanove u odnosu na razinu evaluacije (područni objekti, odnosno ustanova u cjelini) i ključne dionike kao procjenjivače. Rezultati potvrđuju da nema statistički značajne razlike u procjeni kvalitete rada ustanove u odnosu na objekt kao razinu evaluacije ravnatelja (χ²=2.000; p=0.368), odgojitelja (χ²=1.480; p=0.477), članova stručnoga tima (χ²=1.500; p=0.472), administrativno-tehničkoga i pomoćnoga osoblja (χ²=1.489; p=0.475) i roditelja (χ²=1.274; p=0.529). Potvrđeno je da je objekt, kao niža organizacijska struktura, opravdana razina evaluacije jedino u slučaju ispitivanja informiranosti dionika o kvaliteti rada ustanove, odnosno o informiranosti o pojedinim područjima kvalitete rada ustanove. U procesu samovrednovanja rada odgojno-obrazovne ustanove opravdana razina evaluacije je odgojno-obrazovna ustanova u cjelini.

Ključne riječi: ključni dionici; osiguranje kvalitete; proces samovrednovanja; ustanova ranoga i predškolskoga odgoja i obrazovanja.