Self-evaluation of School Management Consulting in Project E-šolstvo

Magdalena Šverc, Andrej Flogie, Domen Kovačič, Dušan Klemenčič, Kristijan Perčič, Ingrid Možina-Podbršček

[email protected], [email protected], [email protected],[email protected], [email protected], [email protected]

Zavod Antona Martina Slomška in sodelavci projekta E-podpora: svetovanje vzhod in zahod (Sklop I.2)

Povzetek

Prispevek predstavlja rezultate načrtovanega procesa samoevalvacije svetovanja vodstvu šol, ki se izvaja v sklopu projekta »Svetovanje in podpora e-kompetentnim šolam« (v nadaljevanju e-šolstvo). Vodstvo projekta si že ves čas zastavlja ključno raziskovano vprašanje ali obstajajo statistično pomembne razlike med samooceno svetovalca ter oceno udeleženca, ki ocenjuje svetovalca in kvaliteto izvedbe svetovanja. Posredno nam to vprašanje narekuje kvaliteto dela in opravljenih storitev svetovalcev na terenu. Rezultati so pokazali, da lahko na 95% intervalu zaupanja trdimo, da obstajajo statistično pomembne razlike med samooceno svetovalca in oceno udeleženca svetovanja, kjer udeleženec ocenjuje svetovalca in njegovo izvedbo. Mnogi indici posameznikov so nakazovali, da svetovalci ne delajo dovolj dobro. Rezultat analize dokazuje prav nasprotno. Udeleženci ocenjujejo svetovalce boljše kot svetovalci sami sebe. To je rezultat, ki govori v prid kvaliteti izvedenih svetovanj svetovalcev projekta e-šolstvo vzhod. Obenem pa je to smernica, da so svetovanja aktualna oblika izobraževanja,  ki jo bo modro izvajati tudi v prihodnje. Med drugim prispevek opisuje namen in cilje svetovanja vodstvu šol ter dodano vrednost svetovanja.

Ključne besede: samoevalvacija, evalvacija, svetovanje vodstvu šol

Abstract

The article presents the results of the planned process of self-evaluation of advisory service to school managements which is provided within the framework of the »Advisory service and support to e-competent schools« project (hereinafter referred to as: eLearning). The key research question that has been raised by the project management all along is whether there are statistically significant differences between the advisor's self-evaluation and the evaluation by the participant who evaluates the advisor and the quality of the advisory service that has been provided. Indirectly this question dictates the quality of work and services provided by our advisors to school management. The results have shown that on a 95 % confidence interval, we can claim that there are statistically significant differences between the advisor's self-evaluation and the evaluation by the participant who evaluates the advisor and the service they provided. There were many indications that advisors to school managements do not work properly. The result of the analysis proves just the opposite. The participants evaluate the advisors more positively than the advisors themselves. It is a result that speaks in support of the quality of the advisory service provided by the advisors within the eLearning – East project. At the same time, the result is an important guideline that advisory service is an up-to-date form of education and in the future, it will be wise to provide it. Also, the article describes the purpose and the aims of the advisory service to school managements and its added value.

Key words: self-evaluation, evaluation, consultingschool management