Barriers to the Efficiency of Internal Evaluation in Polish Secondary Schools

Autor/inn/en	Oczkowicz, Joanna; Myszewski, Jan M.
Titel	Barriers to the Efficiency of Internal Evaluation in Polish Secondary Schools
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 4, S.608-623 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-03-2022-0078
Schlagwörter	Secondary Schools; Foreign Countries; Self Evaluation (Groups); Efficiency; Barriers; Educational Improvement; Poland + Suchen Sie Ihr Suchwort? Sekundarschule; Ausland; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Effectiveness; Effektivität; Wirkungsgrad; Teaching improvement; Unterrichtsentwicklung; Polen
Abstract	Purpose: The purpose of this study is to investigate the system of factors influencing the efficiency of internal evaluation in Polish secondary schools. Design/methodology/approach: Data collected in interviews with evaluation experts and teachers on the barriers to the efficiency of internal evaluation and their causes were subjected to a qualitative cause-and-effect analysis. Findings: Five barriers to the evaluation efficiency (6B model) and five actions of the school head stopping their impact (6A model) were identified. The latter include selecting the key evaluation function (3KEF model) and ensuring the conditions for efficiency in the improvement loop. Research limitations/implications: Although the research was carried out in Polish schools, the conclusions indicate regularities affecting organizations throughout the world. Practical implications: Students' educational needs may exceed the schools' ability to meet them at class time mostly due to resource constraints. The implementation of the principle of equal opportunities in education requires continuous improvement of the efficiency of schools' processes. Evaluation can help qualify tasks for improvement. Social implications: The level of engagement (reactive/active) of the school principal and teachers in evaluation and improvement is a crucial factor in overcoming the barriers to the efficiency of the school processes. Originality/value: The ability to respond to the efficiency gaps of the school processes depends on the choice and efficiency of the KEF. The rationale for selecting the function and the schemes for its implementation have paradigmatic grounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01