Institutional self-evaluation and change in educational centres

Abstract

This paper is the synthesis of a study performed in educational centres in Uruguay whose focal point of research is processes of organizational self-evaluation, the logics that guide the records and their ties with the change processes promoted at these centres.Our examination of multiple case studies considers seven early childhood, primary and secondary education centres, both publicly and privately owned. Performed between 2009 and 2011, the use of the PRODESO Scale, interviews, focused discussions, document analysis, surveys and the researcher’s diary have enabled us to gather relevant information on aspects related to the instrumental, methodological and contextual domain of the self-evaluation performed.The results identify structural, operative and cultural conditions that either make possible or limit the usefulness of self-evaluation as an instrument of change. They also yield a classification of domains (instrumental, methodological and contextual) that may be useful for studying organizational realities and organizing intervention processes, as well as yielding several references on school leaders.