(Dis)connections between school self-evaluation, leadership, and teachers. A cross study of perceptions

• Autor(a) principal: Serra, Lídia
• Data de Publicação: 2024
• Outros Autores: Alves, José Matias, Soares, Diana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2024.15902

Leaders committed to a hermeneutic of improvement and innovation use the knowledge generated by the self-evaluation about the school to ensure organizational and professional responsiveness to students’ diversity. This article refers to a quantitative and comparative study of perceptions involving leaders, teachers, and members of the self-evaluation team of 23 Portuguese school clusters. The study analysed perceptions of the value given to school self-evaluation, self-evaluation practices, and the use of school knowledge produced by self-evaluation. Non-parametric inferential statistic was used and sustained that: principals are the group that most values self-evaluation, although they do not differ significantly from the perception of middle leaders; teachers place less value on self-evaluation; there are significant differences in the perception of the frequency of dissemination of school results; practices for evaluating pedagogical experiences are weak; there are divergences of perception among educational actors concerning the mobilization of the analysis of the self-evaluation’s results and the use of this knowledge to sustain the identification of factors related to school success and areas for improvement. This study suggests that the perceptions of teachers, middle leaders, and principals about self-evaluation are disconnected. Hence, educational action needs to become more interdependent, and the leader’s activity needs to be leveraged by the school’s self-evaluation to build an inclusive school.