School Self-evaluation Research Articles

The development and status of self-evaluation as a component of school inspection and quality assurance: A comparison across four countries

Objective and rationaleThe increasing prominence of school self-evaluation (SSE) as a pivotal element in global quality assurance practices is attributed to its cost-effectiveness, relevance to school contexts, empowerment of schools in managing and leading the school self-evaluation processes and holding them accountable for achievement standards. This paper aims to explore various approaches and SSE practices through the evolution and current status of school self-evaluation within the realms of school inspection and quality assurance in Dubai, Ireland, New Zealand and Pakistan. The paper emphasises a comparative perspective to showcase SSE models from these countries as pioneering initiatives for quality assurance in educational improvement, especially for nations where SSE practices are still evolving. MethodsThis study employs literature review, document analysis, and semi-structured interviews with school leaders (n = 32) to offer insights into current school self-evaluation practices in these four countries through a comparative analysis. These methods were chosen in line with the specific aims and research questions of the paper which are to provide an overview from the research literature of the development and current status of SSE as an element of school evaluation in each country studied. To analyse, compare and contrast policy in the area in each case and to obtain, through interviews, rich deep data and findings on the attitude and opinions of key personnel in each country on SSE as a policy and practice. ResultsSchool self-evaluation (of varying types) is being built into each school evaluation system and becoming an integral part of inspection and quality assurance, and it is argued here, broadly moving along a similar spectrum in each case. However, for now, SSE practices are different in all four countries, usually due to the stage of development of the school inspection system and, above all, the overall structure of their respective educational landscapes— that is to say, whether it is a centralised, controlled and hierarchical education system or a decentralised and autonomous system. ConclusionThe study suggests that it is possible to integrate school self-evaluation into a wide range of educational systems and philosophies, eventually leading to educational improvement in any country following the case study countries discussed as models.

Mindfulness for test anxiety and negative self-evaluation in high school

There is growing evidence that mindfulness-based interventions reduce test anxiety in university-level students, but less is known about high school students. Adolescence is a time of frequent testing, identity concerns, and increases in self-conscious emotions. We hypothesized that test anxiety would be associated with negative self-referential thinking (negative self-thinking, study 1) and that Mindfulness-based Stress Reduction (MBSR) would reduce test anxiety, negative self-thinking, and self-judgment (study 2). 455 high school students (M age = 17.1 years (SD = 1.07), 43.2% female) reported their test anxiety and negative self-thinking in a cross-sectional study (study 1) and 33 high school students (mean age = 17.5 years (SD = 1.60, 88% female) reported measures at the pre-, post, and one-year follow-up during an 8-week MBSR course (study 2). Test anxiety was positively related to negative self-thinking (study 1). Test anxiety and self-judgment were reduced after participating in MBSR and remained low one year after (study 2). Negative self-thinking was not reduced during the intervention. MBSR seems promising in reducing test anxiety and self-judgment in adolescents and might increase awareness of negative self-thinking, perhaps also reducing the impact of such thoughts by encouraging observation of the thoughts as “events in the mind” rather than facts. Mindfulness training seems promising for reducing test anxiety in high school, but results need to be replicated in larger samples with a control group.

Peningkatan Prestasi Akademik Siswa melalui Strategi Kepala Sekolah

This study aims to find out how the principal’s strategy, strategy planning in improving students' academic achievement at SMA Antarctica Sidoarjo. This study used a qualitative approach with descriptive analysis with the subject of principals, waka, curriculum, and teachers. The data collection techniques used are interviews, observations, and documentation studies. The validity of the data is tested by triangulation of sources and techniques. The data obtained is analyzed through data reduction, presentation, and verification. The results of this study show that 1) the principal's strategy in improving student academic achievement is carried out by developing resources, and creating academic achievement improvement programs, providing scholarships to students who have achievements, giving rewards to students and teachers who take part in competitions, and developing teacher competencies under their abilities in their fields. 2) Strategic planning is carried out by preparing a strategic plan, preparing a school budget work plan and conducting school self-evaluation and compiling programs within a period of 10 years and conducting madrasah self-evaluation every month.

Role of School Self-Evaluation in Accomplishing Vision and Mission toward Quality of Education at Secondary School Level: An Analysis

Role of School Self-Evaluation in Accomplishing Vision and Mission toward Quality of Education at Secondary School Level: An Analysis

ENVIRONMENTAL CARE: THE STRENGTHENING CHARACTER EDUCATION THROUGH ISLAMIC RELIGIOUS EDUCATION (IRE) DEVELOPMENT

Dogmatic Islamic Religious Education (IRE) learning in schools seems to lack of attention to environmental issues. Thus, IRE needs to incorporate environment issues. This study aims to analyze the concept and implementation of strengthening environmental care character education through IRE development as well as its implications in framework of eco-culture formation, using MTsN 1 Sumenep and SMPN 2 Larangan Pamekasan as case studies. Using a qualitative approach with a multi-site study design, This research used interviews, observations, and documentation in collected data. The research findings show that the concept of strengthening environmental care character education through IRE development describes efforts to strengthen environmental care character holistically-integrated through curricular, co-curricular, and self-development activities. While its implementation is carried out through 4 stages, namely design which includes identifying the types of activities, developing environment-based IRE study materials, preparing supporting facilities; implementation which includes integrated PAI learning, school management, and student development activities; monitoring and evaluation is carried out through supervision activities and monthly meetings; follow-up refers to school self-evaluation. While the implications can be seen from 3 aspects; the improvement of educational services, changes in learner behavior, a decrease in school operational costs and the existence of class funds.

초등학교 학교 자체 평가 정책실행에 대한 연구

Purpose: This study analyzed the different enactment contexts and drivers of school self-evaluation policies. Methods: The study used in-depth interviews with key actors, namely narrators, in five elementary schools. The interview questions and analysis utilized Ball, Maguire, and Braun's (2012) concepts of policy enactment. Results: This study analyzed the research subjects as ‘passive policy enactment’ and ‘active policy enactment’ according to the degree of autonomy utilized by the narrator in the process of enacting the school self-evaluation policy. The analysis showed the same policy text led to the restriction or expansion of autonomy depending on the interpretation, and the purpose of explanation and guidance differed depending on the characteristics of the narrator. There were differences in the narration according to the participation of school members, how autonomy was utilized in relation to the scope of policy enactment, and the flow of the evaluation process. The main drivers of the differences in school enactment were as follows. First, the characteristics of the key narrators, including their position in the school, their work history, and their experience with policy sense making. Second, the ways in which schools engaged with narration, including the phenomena of “multiparty engagement” and “connected engagement” in narration. Third, the way they made meaning of the policy, which was highly related to the professional cultures and schools’ specialisms. Conclusion: The enactment of the school self-evaluation policies differed significantly depending on the degree of autonomy utilized by the school, the degree of participation of school members, and the professional culture.

External School Evaluation Feedback and School Self-Evaluation: What Feedback Is Provided?

Concerns with educational quality have led to the implementation of external school evaluation (ESE), based on the premise that these processes can provide valuable information about schools and, consequently, create conditions for improvement. Improvement is based on the feedback, commonly in the form of an evaluation report, resulting from evaluations, describing the reality of each school, and providing clues and guidance for action and progress. Nonetheless, ESE still has a relatively weak impact on overall school improvement. With this in mind, this paper focuses on the potential of evaluation reports to promote improvement, aiming to answer the question: What kind of feedback on school self-evaluation (SSE) does ESE provide to schools? Focusing on the Portuguese case, the paper analyses the feedback regarding school self-evaluation provided in evaluation reports from the northern region of Portugal. The study concludes that the feedback provided in the reports is mainly descriptive and generic, referencing issues that apply to all schools rather than targeting issues specific to each school. This leads to the hypothesis that the vagueness of ESE feedback can explain the limited contribution external evaluations make towards SSE improvement in particular, and school improvement overall. The example of Portugal and self-evaluation can help bring to light where ESE processes are underperforming and require investment to achieve their goals.

Leadership for change in education through school self-evaluation

The Education Bureau in Hong Kong has implemented a two-pronged approach to assuring the quality of education: an external mechanism via inspection and an internal framework via self-evaluation. This paper reviews the quality assurance movement in Hong Kong and examines the characteristics of school selfevaluation and its relationship with change in education. Because change is a complex and dynamic process and difficult to initiate by acting on a single front, it is suggested that a “cocktail approach” of change leadership in education should be adopted to help overcome the resistance to change, afflicting the implementation of school self-evaluation. Гонконгтың білім беру бюросы білім беру сапасын қамтамасыз етудің екі жақты тәсілін енгізді: тексеріс арқылы сыртқы механизмді қолдану және өзін-өзі бағалау арқылы ішкі құрылымды анықтау. Бұл мақалада Гонконгтағы сапаны қамтамасыз етуге бағытталған іс-шаралар, мектептегі өзін-өзі бағалаудың ерекшеліктері мен оның білім берудегі өзгерістермен байланысы қарастырылады. Өзгеріс бір бағытта әрекет ете отырып бастамашылық ету күрделі әрі динамикалық процесс болғандықтан, мектептегі өзін-өзі бағалауды енгізуге кедергі келтіретін қарсыластықты жеңуге көмектесу үшін білім берудегі өзгерістерді басқаруға «коктейль» тәсілін қолдану ұсынылады. Бюро образования Гонконга внедрило двухсторонний подход к обеспечению качества образования: использование внешнего механизма путём инспектирования и определение внутренней структуры путём самооценивания. В данной статье рассматриваются движение за обеспечение качества в Гонконге, особенности школьного самооценивания и их связь с изменениями в образовании. Поскольку изменения – это сложный и динамичный процесс, который трудно инициировать, действуя в одном направлении, предлагается использовать «коктейльный подход» к руководству изменениями в образовании, чтобы помочь преодолеть сопротивление переменам, мешающим внедрению школьного самооценивания.

Implementasi Sistem Penjaminan Mutu Internal dalam Meningkatkan Mutu Pendidikan di MIN 1 Rejang Lebong

ABSTRACTInternal quality assurance is carried out with reference to national educational standards in order to realize the educational goals of the country. Internal quality is currently used in basic and secondary education in addition to universities. This study aims to identify and explain the internal quality system cycle's implementation. Data collecting methods include observations, interviews, and documentary research. According to the findings of this study, Darul Farah Cihampelas Secondary School has implemented the following quality improvement activities in accordance with the stages of the SPMI cycle: first, a school self-evaluation based on the education quality report; second, quality improvement planning through the creation of a quality assurance committee and a re-analysis of the results of the school self-evaluation; third, implementation of quality improvement; and fourth. The evaluation of educational quality comes in second. Quality strategy for the fifth fiscal year, evaluation following quality improvement, and quality improvement results. Implementing internal quality assurance will have an influence on the development of more creative teaching methods, student and school performance, internal and external customer happiness, and the fulfillment of the eight National Education Standards.

IMPLEMENTASI SISTEM MUTU INTERNAL UNTUK MENINGKATKAN MUTU PENDIDIKAN DASAR

To implement state education goals, internal quality assurance is carried out in relation to national education standards. Internal quality is now applied not only to higher education, but also to primary and secondary education. We continue to ensure and lead educational quality assurance and compliance in primary and secondary school units. The aim of this research is to determine and describe the implementation of the internal quality system cycle. The techniques used in data collection are: Observation, interviews, documentary research. The results of the research show that the quality improvement steps implemented at Bawamai Pontianak Elementary School are in accordance with the SPMI cycle steps including: First, school self-evaluation based on education quality certificates; second, a plan to improve quality through the formation of a quality committee and analysis of the results of the Kermbali School self-evaluation; Implementation of quality improvement, fourth, evaluation of follow-up and results of quality improvement after quality improvement, and fifth, return to next year's quality plan. The results of implementing internal quality assurance influence a more innovative learning process, student and school performance, satisfaction and success of internal and external customers. Eight national education standards.

Strategies of Islamic Schools in Preparing for Accreditation A (Case Study of Muhammadiyah 05 Elementary School in Semarang)

Regulation of the Minister of National Education No. 63/2009 highlights the policy of improving the quality of education through the accreditation process in schools. BAN-S/M accreditation data in 2018 indicated that out of 51,979 Schools/Madrasahs accredited A as much as 20.51% and accredited B as much as 55.31%, showing the dominance of B accreditation and indicating that the achievement of education quality in Indonesia is still not optimal. This study aims to describe the strategies of Islamic Schools, particularly SD Muhammadiyah 05, in preparing for A Accreditation. Qualitative research using a case study approach involved observation, interviews, and documentation. Data triangulation with data analysis techniques, such as data reduction, data presentation, and conclusion drawing, were used to ensure data validity. The research object involved the environment of SD Muhammadiyah 05 with respondents from various parties, including the principal, staff, teachers, and students. The results showed that the strategies implemented by the school have progressed, as evidenced by the achievement of a score of 91 or A Accreditation. The strategies such as conducting socialization to stakeholders, analyzing the requirements of A accreditation, forming an accreditation team, school self-evaluation (EDS), training and development of human resources, improving facilities and infrastructure and commitment to improvement are continuously pursued to ensure compliance with accreditation standards and improve the overall quality of education.

Implementation Of Accreditation Follow-Up Management (IAFUM) To Enhance Vocational High School Education Quality (Descriptive Study Of SMK XYZ In Bandung City)

This research identifies key post-accreditation issues in Vocational High Schools (VHS/SMK), highlighting low awareness of educational quality, limited involvement in planning, and a mismatch between SMK graduate skills and industry needs. Busy schedules hinder evaluating accreditation outcomes, delaying improvements and re-accreditation preparations. The study applies Corrective Action, Preventive Action, and Continuous Improvement concepts aligned with ISO 9001:2015. It analyzes Accreditation Follow-up Management's (IAFuM) impact on SMK XYZ in Bandung, employing a descriptive qualitative method. Accreditation, crucial for program eligibility, operates independently based on open criteria and government regulations. Findings reveal that while IAFuM was executed at SMK XYZ with documented planning, implementation, and evaluation actions, no records of the Inventory of Problems Resulting from Accreditation (IPRA) were found. The School Self-Evaluation based on National Education Standards (NES) and the School Quality Management System (QMS) lacked documentation. Post-IAFuM implementation, improvements in teaching processes, educator competency, administrative services, community participation, and industry collaboration were observed. However, not all schools saw enhanced alumni absorption or national exam scores. Insufficient follow-ups such as corrective actions, preventive measures, and sustainable enhancements were noted.Recommendations to boost education quality at SMK XYZ Bandung include: schools and accreditation teams reviewing issues, integrating IAFuM with QMS, policymakers considering IAFuM for accreditation gaps and school mentoring, and Accreditation Body for School/Madrasa (AB-S/M) including accreditation result records in school certificates.

School Self Evaluation Concepts in The Context of Program Evaluation Mobile School

Evaluation of the driving school program is important in proving the success or failure of the program. The stages in the evaluation of driving schools consist of the initial program evaluation stage, the mid-program stage and the final program stage. Driving schools must prepare themselves to face the evaluation process according to the intended stages. Self-evaluation is one of the alternative choices that schools can make to assess the school's self-assessment in achieving the driving school program in order to take steps to change on an ongoing basis in order to achieve the goals of the driving school program as stipulated. This research is a descriptive research carried out using the library research method using content analysis (content analysis). Based on information obtained from the literature related to the concept of school self-evaluation, program evaluation and school performance according to the results of the analysis, school institutions through the concept of self-evaluation with an action research approach can be carried out through the stages of preparation, data collection, formulation of evaluation results, planning and implementing change plans . School self-evaluation with this approach can be carried out repeatedly so that significant changes can be made in order to realize improvements so that the results and impact of the driving school program can be felt.

School self-evaluation and empowering leadership in DEIS schools: an exploration of success

ABSTRACT School leadership and school self-evaluations (SSE) have emerged as central to school improvement and effectiveness. In Irish policy, SSE has had a challenging history as several attempts to embed SSEs have been met by poor clarity around roles of responsibility, a moratorium on middle leadership appointments and more laterally, a global pandemic. However, schools providing for students from socioeconomically disadvantaged backgrounds, known as DEIS schools, have proved quite successful in SSEs for over 15 years. This study aimed to explore the leadership and school self-evaluation experiences in DEIS schools. This small-scale qualitative study comprised in-depth interviews with school leaders in DEIS schools. The themes identified suggest how leaders negotiate a dichotomised societal perspective of DEIS schools, and how culture and structure facilitate an empowered collective. The research also highlights SSEs as a space for professionals to also consider their own professional learning in the form of job-crafting.

Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry.

Ten percent of the school-aged population have speech, language, and communication needs (SLCN) that impact access to the curriculum. Successful implementation of classroom-based SLCN interventions can reduce barriers to learning, thereby improving educational outcomes for this vulnerable population. The challenges of implementing innovations in educational settings are well-documented, yet limited studies have addressed such considerations when developing, and piloting universal level SLCN interventions for use in Irish schools. A qualitative exploratory study was undertaken to establish the acceptability, feasibility, and appropriateness of a universal level SLCN intervention. An advisory panel of teachers (n = 8) and children with SLCN (n = 2) were engaged as co-researchers in the study. The Communication Supporting Classrooms Observation Tool, developed as part of the Better Communication Project in the UK, was trialled across a diverse sample of school settings (n = 5). Semi-structured interviews were conducted with school practitioners and school leaders, and a deductive content analysis was undertaken using the domains of the Consolidation Framework for Implementation Research. The observation tool was viewed as acceptable with suggested additions. Integrating use of the tool within existing data-informed, school self-evaluation processes aimed at supporting school improvement was noted as a potential means of supporting implementation. A knowledge gap in relation to school-based models of support for SLCN was identified which may negatively impact implementation. An implementation strategy targeting coherence, cognitive engagement and contextual integration is indicated if the tool is to be normalised into routine practice in Irish classrooms. Implementation needs appeared to vary at the school level. The importance of early-stage exploration to guide implementation planning with regards to developing and testing universal level interventions for SLCN in schools is highlighted. Engaging an advisory panel provides important insights to guide implementation decisions. Findings suggest an adaptive design is required when planning implementation studies targeting classroom setting.

Answering it or skipping it: predicting item nonresponse in school self-evaluation questionnaires

ABSTRACT In the process of school self-evaluation (SSE), teachers are often asked to provide information on the school’s functioning by completing questionnaires. However, respondents can leave one item or a series of items unanswered, after which they continue completing the questionnaire. This phenomenon of item nonresponse is not necessarily problematic if it occurs randomly. This study examines to what extent item nonresponse depends on respondents’ motivation to fill in the SSE questionnaire, their tendency towards socially desirable responses, the evaluation perspective on the SSE, the item design, and the construct that the item aims to shed light on. This study reports on an experimental study with 376 respondents who completed a questionnaire in an authentic SSE setting. Cross-classified multilevel modelling identified that respondents’ autonomous motivation predicts item nonresponse. Also, the evaluation perspective on SSE, item design, and the construct the item tends to capture all affect the probability of item nonresponse.

The Concept of Internal Quality Assurance in Madrasah Diniyah PP. Al-Hidayah Tanggulangin Sidoarjo

Background. Madrasah diniyah education develops with the pesantren policy to open up about a systematic and structured formal education system. Purpose. Because of this, madrasah diniyah education also requires a guarantee system which is the focus of the efforts carried out by the internal madrasah itself so that it can be more transformative, inclusive, and open to change in the public interest. Method. The method used is Qualitative with the Field Research model with interviews and direct observation of the research object. This research focuses on the concept of an internal quality assurance system offered to Madrasah Diniyah Education units. Al-Hidayah as an effort to implement SPMI in related education units. Results. The concept offered by the researcher is the eight principles of quality assurance of the International Standard Organization (ISO) version, and the concept of the quality assurance framework version of Umaedi's MPMBS carried out with EDS (School Self-Evaluation), which in the view of researchers can be implemented in the Madrasah Diniyah Education unit PP. Al-Hidayah Conclusion. Internal quality assurance in madrasah Diniyah PP. Al-Hidayah is very doable regarding the ISO version of the quality assurance concept regarding the eight principles of internal quality assurance, Internal quality assurance in madrasah diniyah PP. Al-Hidayah can also be pursued by adjusting the MPMBS concept, namely school-based quality improvement management conceptualized by Umaedi with four frameworks: resources, accountability, curriculum, and school personnel.

Implementasi Manajemen Strategik Dalam Meningkatkan Mutu Pendidikan (Studi Pada Pada SMAS Widya Nusantara, Bekasi)

Strategic management is a process within the organization to assist and formulate what must be achieved in order to produce something of value. The position of strategic management in an organization is very important. Because the existence of strategic management produces a framework in overcoming every strategic problem within the organization, strategic management also makes an organization think strategically and think more innovatively. Solving a problem by Realizing and Thinking more distinctions built from a more thorough analysis, max will create a useful and fruitful result. As is the case with quality education, it will be carried out properly and usefully if the school implements the strategic management that has been formulated previously in accordance with the existing vision and mission. However, judging from the existing problems, such as the lack of school management at Widya Nusantara Bekasi Private High School. Therefore the authors are interested in conducting analysis or research with the aim of analyzing and analyzing profiles, implementation and evaluation of strategic management in an effort to improve the quality of education. This research is a qualitative descriptive study conducted at Widya Nusantara Private High School, Bekasi. This study conducted research subjects to school principals, vice principals, treasurers, administrative staff, school committees and teachers. In the technique of data collection is done through observation, and interviews. The results of this study indicate that the profile of Widya Nusantara Private High School, Bekasi drives a vision, mission, goals, objectives and profile of school resources. Strategy implementation at Widya Nusantara Private High School, Bekasi is carried out through internal and external school environmental activities which are described through the school's organizational structure, teamwork and division of school assignments, study days and times, financing assets, curriculum, school promotion, new student admissions, school culture , code of ethics, school virtues, geographical environment, demographics, cultural environment and community appreciation, government regulations, developments in science and technology, involvement of school committees, partner institutions, alumni and implementation strategies in an effort to meet national education standards. The evaluation at Widya Nusantara Private High School, Bekasi is carried out continuously by involving top management and all school personnel both in the short term and long term through school selfevaluation instruments, teachers and benchmarking to improve school performance and education quality.

Quality assuring an ethical education curriculum for schools in Ireland

The growth of multidenominational schools internationally has led to a greater emphasis on the provision of ethical education curricula in many countries as opposed to the more traditional provision of denominational instruction. One of the main providers of multidenominational schools in Ireland is Educate Together, an organisation which currently serves as a patron body for 95 primary and 19 s level schools, catering to over 30,000 students. In the early years of the 21st century, Educate Together introduced the Learn Together ethical education curriculum for its primary schools as a key component of the Educate Together model. This curriculum encourages students to meaningfully and critically reflect upon the world around them and focuses on questions of equality, justice, sustainability and active citizenship. While guidance documents, resources and professional development for teachers were provided to schools to support the delivery of the ethical education curriculum, until recently there was no established approach to its quality assurance. It is within this context that Educate Together developed a Quality Framework for its ethos, a key aspect of which is the ethical education curriculum entitled Learn Together. This involved the development of quality standards, and statements of effective practice for ethos, and the development of an internal school self-evaluation process. This research paper explores the development of the quality framework, and the self-evaluation process used by six schools in order to evaluate the delivery of their ethical education curriculum. Documentary analysis of key evaluation documentation from each of the participating schools was used to explore the practices utilised by schools in the delivery of the ethical education curriculum; the challenges schools identified and the improvements schools planned to implement in order to improve the delivery of the ethical education curriculum. The research highlights the multiple challenges in administering and providing an ethical education while also demonstrating the effectiveness of the school self-evaluation process in identifying and addressing these challenges.

IMPLEMENTATION OF SUPERVISION AND SELF-EVALUATION OF SCHOOLS WITH PERFORMANCE OF TEACHERS

Supervision and evaluation of school principals is an important thing that must be improved so that teacher performance becomes even better. Therefore, this thesis discusses the relationship between the implementation of school supervision and self-evaluation with teacher performance at Junior High School of Serang city. The research was conducted with the aim of knowing the relationship between the implementation of supervision and school self-evaluation with teacher performance. To achieve this goal, descriptive analysis is used. The study was conducted on state teachers of Junior High School in Serang city with a sample of 69 of the 221 population. Furthermore, to analyze the relationship between variables, a quantitative approach is used and a descriptive correlation design is used. The results showed (1) There was a significant relationship between the implementation of supervision and teacher performance of 5.386 with indicators of implementation, targeting, application of principles, use of techniques, follow-p plans for supervision, as well as rewards and warnings; (2) There is a significant relationship between school self-evaluation on teacher performance of 8,295 with indicators of planning, school development and school-based management; (3) The implementation of school supervision and self-evaluation is significantly related to teacher performance by 72% with teacher performance indicators of professional competence, pedagogic competence, social competence, and personality competence.