Teachers’ considerations for the contribution of self-evaluation in the efficient operation of a school unit

Abstract

The contribution of the process of self-evaluation of school unit as an internal development process, the effective operation is undoubtedly a theme that is at the heart of global research interest. Therefore the question absolutely justified whether the perceptions of teachers receive compatible with the fundamental contribution of self-evaluation on the effectiveness of the school.
The study, therefore, aimed to explore the extent to which teachers believe that the selfevaluation as a developmental process catalyze the efficient operation of the school unit with a multi-level and diversified manner.
As a means of data collection questionnaire used and then for reasons of methodological triangulation group interview was conducted in order to enhance the reliability and validity of the research. The sample consisted of 150 teachers of public primary schools of Crete Heraklion regional unit.
The results showed that on the whole the sample teachers were from negative up to indifferent attitudes in relation to the contribution of self-evaluation on the effectiveness of the school unit and therefore should be given special consideration for the acquisition of appropriate theoretical and practical knowledge on self-evaluation of school unit on the part of teachers. Also they should take place those steps would also provide teachers with the opportunity to pursue an active role in the decision-making process but also to innovation in school unit, as in essence is the self.