54 KB552 KB48 KB199220252012Hauptman, Alenkaštevilka:2letnik:21str. 19-28ISSN:1318-1874COBISSID:51231586URN:URN:NBN:SI:doc-EWZU7A5OslDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)prepričanjasamoevalvacijašoleučenciučiteljiučna uspešnostSpreminjanje prepričanj učiteljev o samoevalvaciji šole ter vpliv na vedenje učiteljev in dosežke učencev|The purpose of the present study was to examine if different ways of promoting school self-evaluation had an effect on changing teachers' beliefs about school self-evaluation, on their behaviour in the classroom and on student achievement. Although school self-evaluation in Slovenian primary schools is legally required; there are no uniform instructions about using it or even systematic research on its effectiveness. Our sample included 111 fourth grade teachers from 59 Slovenian primary schools and their 2153 students. The study was designed as an experimental study with three groups of schools and two separate measurements. Durability of changes in beliefs and behaviour of teachers was also included. Groups of schools differed on activities of school self-evaluation; the first group of schools was the control group, the other two were separated according to intensity of promoting school self-evaluation. The data were gathered from teachers and students. Teachers were asked about their beliefs of school self-evaluation and behaviour in the classroom. From students we gathered data about their achievement in mathematics and science at the beginning and end of school year and data about their teachers' behaviour in the classroom. Differences between the groups of schools were expected mainly at the teachers' beliefs about school selfevaluation and as well on teacher behaviour and student achievement. The results showed that teachers' beliefs are fairly stable, and a lot of time is needed to achieve changes. In our research we failed to prove the impact of promoting school selfevaluation on changing teachers' beliefs, which is very likely the result of research limitations. Change in beliefs is the basis for changing behaviour and achievement, but this happens over a longer timeframeNamen raziskave, ki je predstavljena v prispevku, je bilo ugotoviti, ali lahko različni načini spodbujanja samoevalvacije na šoli vplivajo na spreminjanje prepričanj učiteljev o samoevalvaciji, pa tudi na njihovo vedenjev razredu ter na dosežke učencev. Samoevalvacija je v slovenskih šolah namreč zakonsko določena, vendar pa ni enotnih navodil o načinih izvedbe, pa tudi ne sistematičnih raziskav o njeni učinkovitosti. V raziskavi je sodelovalo 111 učiteljev 4. razreda iz 59 slovenskih šol ter 2153 njihovih učencev. Raziskava je bila zasnovana kot eksperiment s tremi skupinami šol in dvema ločenima preverjanjema, vključeno pa je bilo tudi preverjanje trajnosti sprememb prepričanj in vedenja učiteljev. Skupine smo ločili glede na aktivnosti samoevalvacije; prva skupina je bila kontrolna, drugi dve pa smo ločili glede na intenzivnost spodbujanja samoevalvacije. Od učiteljev smo pridobili podatke o njihovih stališčih glede samoevalvacije ter o njihovem vedenju v razredu, od učencev pa, poleg podatkov o vedenju njihovih učiteljev,tudi dosežke pri matematiki in naravoslovju na začetku in koncu šolskega leta. Razlike med skupinami smo pričakovali predvsem na ravni prepričanj učiteljev o samoevalvaciji, pa tudi v vedenju učiteljev ter dosežkih učencev. Rezultati kažejo, da so prepričanja precej stabilna, saj je za spremembo potrebno veliko časa. V raziskavi nismo uspeli dokazati vpliva spodbujanja procesa samoevalvacije na spreminjanje prepričanj, kar je zelo verjetno posledica omejitev raziskave. Sprememba prepričanj je osnova za spreminjanje vedenja in dosežkov, vendar pa se to zgodi v daljšem časovnem okviruTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije