The Regime of Self-Evaluation: Self-Conception for Teachers and Schools

Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and, therefore, greater competitive advantage amongst knowledge-based economies. In both England and Ireland, self-evaluation has become a demanding procedure that is meant to complement external inspections of schools and teachers. In this article, I will argue that self-evaluation, whilst having the potential to become a worthwhile endeavour, does not live up to its name. In the first instance, the criteria used for self-evaluation are not internally generated but externally imposed. Thus, I would like to discuss the extent to which visions of ‘good’ or ‘bad’ education developed by inspecting bodies influence the way in which teachers and schools assess themselves. Furthermore, I will raise questions as to what appropriate criteria for teaching might look like. In doing so, I shall try to show that what is now current is a debased form of self-evaluation that is not only detrimental to the self-perception of teachers, but inadequate to what any coherent notion of the ‘self’ might be. In light of work by the philosopher Charles Taylor in particular, I will argue that the self is not something that can be examined in the way that is imagined in these inspection systems but is rather something dynamic and unfixed, constituted within a wider community of practice and, therefore, not amenable to evaluation in quite the way that is supposed

Together towards improvement : pre-school education

This document has been designed to help all those involved with the provision of pre-school education to improve their current practice through a process of self-evaluation. - The materials provide guidance on: - the points to be considered by a pre-school centre that is planning to use the process of self-evaluation; - the key features of self-evaluation; - identifying the focus for self-evaluation; - indicators of quality; - carrying out the process; and - planning for action

Servant Leadership and its Relationships with Core Self-Evaluation and Job Satisfaction

Servant leadership is a growing topic in the leadership literature. Our study considered servant leadership’s relationship to two outcomes, core self-evaluation and job satisfaction. The former is particularly noteworthy because if servant leadership predicts core self-evaluation this would confirm that servant leadership affects important changes in employees as people, a central tenet of servant leadership. In addition, if servant leadership predicts core self-evaluation, this could add to the question of whether core self-evaluation is a non-changeable personality trait or is potentially malleable. We conducted a field study of three firms and found that servant leadership predicts both core self-evaluation and job satisfaction, and that core self-evaluation also predicts job satisfaction. This study contributes to servant leadership, and in general to values-based leadership, by observing a predictive relationship to core self-evaluation, which potentially adds new information about the impact servant leadership can have on individuals. This study confirms the findings of previous authors who found that servant leadership predicts job satisfaction

Self-Evaluation Model Management Inclusive Education in Primary School District Bantul YOGYAKARTA

The research aims to find out the Self-Evaluation Model Management Inclusive Education in Elementary School Bantul Yogyakarta. Variables that will be revealed include: institutional, learning curriculum and evaluation, workforce, student affairs, infrastructure, and financing. Subjects were teachers, principals and committee inclusive education in primary school Bantul district. The total population was all Inclusive Elementary Schools located in Bantul district consisting both public and private elementary Inclusive schools.Type of evaluation research was the survey held in April-October 2013. The technique of collecting data included questionnaires: interview, observation, and documentation. Data analysis technique used integrated or simultaneous quantitative and qualitative descriptive approach.The results of the study revealed clearly and operational condition of the success of inclusive elementary schools, indicated by: (1) institutional, (2) curriculum, (3) staffing, (4) student, (5) infrastructure, and (6) financing, implementation and management success Inclusive Elementary School Principal in Bantul Yogyakarta

Building self-evaluation skills through criterion-referenced assessment in public relations

Although technical skills in public relations are essential to practice, skills in self-evaluation, critical thinking, and problem solving are required when new practitioners move to management roles (Van Leuven, 1999). Public relations courses integrate specialist subject knowledge with graduate skill sets and capabilities in non-technical areas (Butcher & Stefani, 1995). Given that autonomy in learning is a skill valued by employers (Clifford, 1999) and advocated by accrediting professional bodies (Anderson, 1999), this study explores how public relations students build skills in and perceive the practice of self-evaluation. Currently, the public relations education literature presents a limited treatment of self-evaluation. Therefore, this study is guided mostly by the education literature and uses criterion-referenced assessment to determine how more than 150 students understand assessment requirements, assess their strengths and weaknesses, and interpret the differences between their self and their tutor's judgement of performance. The results indicate strong support for student understanding of assessment requirements and self-evaluation techniques but lower than expected support for understanding the differences between their self and tutor judgements. These findings are significant to educators, practitioners and professional bodies as they have implications for lifelong learning for public relations professionals

Perceived Stress, Performance Appraisal Discomfort and Core Self-evaluation in a Non-Western Context.

The study is an exploratory investigation of the relationship among perceived stress, performance evaluation discomfort and beliefs, and employee’s self-evaluation – specifically core self-evaluation. Little has been done exploring perceived stress as a possible consequence of the discomfort experienced by appraisers and this study attempts to fill this gap. This cross-sectional survey obtained usable data from 167 public and private sector employees in Gaborone, Botswana, with about 81% from the public sector. Respondents were 51.5% males, 45% unmarried and 54% having over 10 years work experience. Respondents were well educated with 70% possessing basic university degree or higher and over 65% earned over $1500.00 monthly indicating a fairly well paid African sample. Data were collected using structured questionnaires with 47 standardised items from four scales (perceived stress – 10, performance appraisal discomfort – 20, performance appraisal beliefs – 5 and core self-evaluation – 12). Data was analysed using Pearson’s coefficient correlation multiple regression (stepwise). The result indicated direct but insignificant correlation between performance appraisal discomfort and performance appraisal belief; inverse relationship between performance appraisal discomfort and perceived stress; inverse relationship between performance appraisal discomfort and core self-evaluation. All these results though in the predicted direction were non-significant. A significant and direct relationship was however found between perceived stress and core self-evaluation. This is perhaps indicative of a strong link between how a person sees, views and values self as a possible reflection of the state of the individual’s perceived stress. Also core self-evaluation and performance appraisal discomfort emerged as predictor variables for perceived stress, with the former being the stronger predictor and together explaining about 7% of the variance. Limitations and future research direction include: the small number of predictor variables explored; a need for cross-cultural and multi-cultural investigation of the variables to enhance and enrich our understanding of the constructs; and a sampling limitation imposed by a somewhat self-selecting organisational sample used. Managerial implications include: albeit performance appraisals are infrequently done, the importance attached to it by managers and organisations makes discomforts with it critical as issues such as individual advancement, reward obtainable and disciplinary issues are all associated with it. Similarly core self-evaluation may be a key to high levels of individual performance. These issues may impact on perceived and actual stress experienced by individuals hence the need to direct more attention to the investigation of this linkage – a process that this study attempts to promote

Foundation Year RTS Part 3 Motivation Quiz

A short self evaluation quiz looking at motivatio

Foundation Year RTS Part 3 Planning Quiz

A short self evaluation quiz looking at plannin

Instructions for schools on saving a copy of their SEF or SIEF: guidance for maintained, non-maintained and independent schools for summer term 2011

This guidance is for use by maintained, non-maintained and independent day, boarding and residential special schools, during the summer term 2011. It provides instructions for schools on saving a copy of the information they have entered into their online self-evaluation form for maintained schools (SEF) or school information and self-evaluation form for independent schools (SIEF). Schools may wish to take this action during the summer term, before Ofsted’s online SEF and SIEF are discontinued