Conditions for a Positive Attitude towards School Self-Evaluation: Differences among Principals and Self-Evaluation Team Members

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Sette, S., Epifani, G. & Poliandri, D. (2019, January 9-12). Conditions for a Positive Attitude towards School Self-Evaluation: Differences among Principals and Self-Evaluation Team Members [abstract]. International Congress for School Effectiveness and Improvement (ICSEI 2019), Stavanger, Norway.

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The aim of the study was to evaluate the school principal and self-evaluation team members’ attitudes towards school self-evaluation (SSE) as well as the factors that may play a role on attitudes towards SSE in the Italian educational system. To our knowledge, no studies investigated Italian school principals and self-evaluation team members’ positive attitudes towards SSE, which may represent a precondition to implement the SSE. Participants were 532 school principals and 2625 self-evaluation team members of 680 Italian schools. School principals and self-evaluation team members completed the Attitudes towards Self-Evaluation Scale and a questionnaire on individual characteristics (e.g., participation in training on SSE) and school characteristics (e.g., geographic area). Results indicated that school principals displayed higher latent mean levels of positive attitudes towards SSE compared to self-evaluation team members. In addition, the participation in training on SSE played a role in improving the self-evaluation team members’ positive attitudes towards SSE. Our findings suggested that schools, as well as policy makers, should implement school training on the relevant role of SSE to improve its positive view. As a consequence, the SSE may be used as an instrument to recognize own weaknesses and strengths in order to implement a school improvement program.

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