| Abstract [eng] |
In this document, theoretical analysis of shool performance quality self-assessment usig SWOT is presented. A qualitative study was conducted in order to find out the dominant communities in the SWOT analyzes of gymnasiums in large Lithuanian cities. Research aim - to analyze the self-evaluation of the activities by applying SWOT analysis of sizeable Lithuanian cities gymnasiums. Participants of the research: selected information on SWOT analyzes from 49 gymnasiums in major Lithuanian cities. Research methods: analysis of scientific literature and documents, qualitative research, content analysis. Main conclusions: 1.After conducting the research, it was established that most gymnasiums of major Lithuanian cities emphasize educational environments, good learning achievements of students, quality organization of education, orientation to students’ needs, high qualification of teacher. Almost half of the SWOT analyzes refer to leaders, active participation of students in various project activities, the aspect of fostering traditions and financial resource management. 2.According to the obtained research data, most gymnasiums wmphasize weaknesses, insufficient cooperation, insufficient support to the student, lack of motivation of students to learn, enabling them to learn the shortcomings of the physical environment. 3.The research data show that when assessing the possibilities, most gymnasiums of major Lithuanian cities emphasize the pursuit of mutual mooperation. A smaller number of schools indicate opportunities to monitor achievements and progress, to promote modern, teacher development, to develop the financial and material base, to update and adapt educational spaces, to organize support for students, and to develop different skills. The analysis of self-assessment theats to the quality of gymnasiums in sizeable Lithuanian cities showed that the largerst number of gymnasiums emphasizes negative demographic processes and threats of negative environmental impact. Also, some gymnasiums identify the need for specialists, problems of financial resources, negative external factors for the organization of education, imperfections in physical conditions, insufficient cooperation and parents ‘desire to participate in the educational process, lack of educational skills and students’ reluctance to learn. |
