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School Self Evaluation: How Involved Are Educators in the Process?

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dc.contributor.author Setlalentoa, Wendy N.
dc.date.accessioned 2018-08-20T08:51:29Z
dc.date.available 2018-08-20T08:51:29Z
dc.date.issued 2014
dc.identifier.issn 0975-1122
dc.identifier.uri http://hdl.handle.net/11462/1538
dc.description Published Article en_US
dc.description.abstract Global studies show that educator development and whole-school improvement policies exist. Despite these measures, schools and educators remain oblivious of the intents, purposes and original goals of these policy measures. Whole School Evaluation (WSE) is the official evaluation system in South Africa; schools undergo both external and internal evaluation. This study explores the extent of educator involvement in internal evaluation, School Self-Evaluation (SSE) in some South African schools. Educator views on SSE in relation to their professional development are issues warranting deeper scrutiny. Data were gathered from 125 educators in sixteen randomly selected schools using a mixed mode approach. Data from interviews were analysed by developing categories and making comparisons and contrasts. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process. Results further show that school self-evaluation affects the educators’ professional learning. The paper suggests that supportive school leadership and a collaborative educator culture are catalytic for whole school improvement. en_US
dc.format.extent 51 519 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume, 7;Number, 3
dc.subject Whole School Evaluation en_US
dc.subject Primary Schools en_US
dc.subject Educator Professional Development en_US
dc.subject South Africa en_US
dc.title School Self Evaluation: How Involved Are Educators in the Process? en_US
dc.type Article en_US

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