| Abstract [eng] |
In today's education system, the quality of performance is getting increasingly more important role. Improving the quality of school performance and successful management of the changes are possible just for school that operates in a learning organization model. Such a school should have continuous self-assessment of the quality. The final aim of this work is to determine whether an updated school performance quality self-evaluation model is suitable for school’s, as a learning organization, and leads to the improvement of the quality of decisions. The research problem is formulated in the following problem areas: what is the concept of a learning organization?; how much the tradition and structure of the quality self-assessment is favourable/customizable for the development of school’s as a learning organization performance?; what kind of pros and cons of updated model of the system of indicators release the internal school assessment teams and school leaders?; what knowledge, skills and competencies are needed for the teacher, performing quality assessment of school performance? The object of research: the school as a learning organization identification, using a new self-assessment model parameters structure. Objectives of the study is to analyse a learning organization concepts and good schools interfaces and the change of self-assessment structures in the context of a learning organization; reveal the skills and competencies needed for school performance quality assessor; give the analysis of school managers and members of the quality assessment reviews about the updated model of the self-assessment system of indicators. Research methods: analysis of scientific literature, survey and focus groups method. The work consists of introduction, theoretical, methodological and empirical parts. The theoretical part is based on the works of various authors, is summarized a scientific approach to a good school as a learning organization, as well as to the organizations with common features. In the methodological part are presented the research methodology and basic research settings. The study employs a mixed methods strategy. The goal of the empirical research - to reveal the stakeholder views and opinions of the revised operational model of quality assessment indicators and areas of improvement. The study was conducted in 2014, May - November. 336 respondents participated in the questionnaire survey, 30 respondents were involved in 4 focus group discussions. The empirical results show that conduct quality assessment model updating, combining area and the abolition of some of the indicators that are favourable to school as a learning organization. This evaluation model is simpler, carried out by it the self-assessment process attracts more members of the organization and therefore provides more accurate results, helping to strengthen school activities. The examination of assessor skills and competences, found that general education schools are required assessors who have deep knowledge of assessment methods and know how to analyse the data. The assessor must see the meaning and the benefits of school assessment, be able to think critically and courageously express their opinions, during the assessment of the current situation in the school, be proactive and responsible for the obtained results usage of performance improvement. Empirical research has shown that it is necessary to improve the methodology for assessing the revised performance indicators for quality evaluation model of clarity. You need to adjust the new concepts and keywords indicators explanation. And, the establishment of common (national) levels illustrations that help to see the point from where considered a good school. |
