| Abstract [eng] |
After analysing scientific literature and research undertaken by various authors it can be claimed that self-assessment of performance quality is an opportunity for the development of professional‘s dialogue and learning in cooperation based on self-assessment. However, authors who write about self-assessment performance quality claim that there are still teachers/school communities in public schools that do not understand the purpose and meaning of schools’ self-assessment of performance quality and self-assessment activities are considered to be an additional burden which distracts from work. The attitude of interested participants towards the self-assessment of performance quality often interferes with the development of dialogue, cooperation culture, and stimulates the emergence of a number of problems. Therefore, it is appropriate to further analyse the process of self-assessment of performance, which has a direct impact on the quality of the educational institution's performance. The problem of the research is specified with the following question: how does the self-assessment of the performance quality promote a collaborative culture at school? The subject of the study is the self-assessment of performance quality to promote a culture of cooperation at school. The aim of the study is to analyse how the self-assessment of performance quality contributes to promoting a culture of cooperation in the X Gymnasium. The methodology and methods of the research. The study is based on the philosophical ideas of constructivism, social constructivism, social participation theory, learning society as well as the concept of an organisation. Theoretical, empirical, data processing and analysis methods are used in the thesis. The study was undertaken in February, 2019, at X gymnasium. A qualitative (focus group, semi-structured interview) research strategy was used in the study. The study is based on the triangulation principle. The results of the empirical research reveal that the school community is empowered to exchange information, interact with each other for the common purpose, share experiences, and argue reasonably - through collaborative learning during the self-assessment of the performance quality. However, weaknesses in school leadership, a negative school microclimate, dissatisfaction with the organization of self-assessment of performance quality and the criticism from parents interferes with the development of collaborative culture. The analysis of the research results’ revealed that cooperation in the X gymnasium is mostly suppressed by the incomprehension of self-assessment of performance importance as well as the benefits of the process. The members of the school community, reflecting on the experience of self-assessment of performance quality, identify the following perspectives for the improvement of cooperation: the expansion of knowledge about self-assessment of performance quality, annual involvement of new members in the co-ordinating self-assessment of performance group, the application of communication validation and the improvement of microclimate of educational organization. |
