Η εισαγωγή και διαχείριση της καινοτομίας "Αυτοαξιολόγηση του Εκπαιδευτικού Έργου" στο ελληνικό σχολείο: πρώτες διαπιστώσεις

Περίληψη

This study examines the opinions of school advisors, principals and teachers regarding the content and process of School Self-Evaluation (SSE), an innovation introduced on a pilot basis in the Greek educational system. Its theoretical background is focused upon studies regarding effective introduction and management of educational innovations in relation to the enhancement of educational change. We employed semi-structured interviews with 18 informants (school advisors, head teachers and teachers) that have participated in the pilot-phase of SSE. Data were analyzed using the qualitative data analysis of Miles & Huberman (1994). Results show that: firstly, participants experience difficulties in the introduction of SSE as a result of inadequate information and insufficient in-service education. These problems had consequences regarding teacher participation and the implementation process of SSE process. Secondly, despite some similarities regarding different informants’ opinions, we found that their role and status within the SSE process affected their stance and position towards SSE. Finally, we found that several issues concerning the successful involvement of pupils, parents, critical friends and the wider community raised difficulties regarding joint participation in the process of SSE.