Assessment of school image.

Autor/inn/en	Eger, Ludvik; Egerova, Dana; Pisonova, Maria
Titel	Assessment of school image. Paralleltitel: Ocena solske podobeLudvík.
Quelle	In: CEPS journal, 8 (2018) 2, S. 97-122Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.546
URN	urn:nbn:de:0111-pedocs-156739
Schlagwörter	Evaluation; Fallstudie; Fragebogenerhebung; Selbstevaluation; Corporate Identity; Image; Bildungsmanagement; Öffentlichkeitsarbeit; Schule; Sekundarstufe II; Forschungsstand; Qualitätsentwicklung; Tschechische Republik
Abstract	There seems to be a gap in the literature on educational management that focuses on school image and its assessment. This paper addresses this issue by reviewing the state of the art regarding school image and communication with the public. School image can be defined as the overall impression and mosaic synthesised from numerous impressions of individuals of school publics (pupils/students, teachers and deputies of school management, parents, and other stakeholders). School image is not what the headteachers understand it to be, but the feelings and beliefs about the school and its educational programme that exist in the minds of the school publics. The present study contributes to the literature by providing an overview of school image and by providing a practical application of a useful tool for assessing the content of corporate image. Semantic differential scales are used for marketing purposes and as a useful technique for measuring and assessing school image. Communication with publics and the development and sustainability of a positive school image influence not only the marketing of the school but also the educational process in the school. Today, shaping and maintaining a school image is even more important because of the curriculum reform, focusing on higher study process outputs, quality assessments, and accountability. The findings of this study have important implications for school marketing experts and researchers, headteachers, education policymakers, as well as teachers at schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4