Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.
The main objective of the Bologna Process is to create a ''European space'' for higher education that allows for comparability, compatibility, and coherence between the existing systems of higher education across Europe. This objective is commonly known as the European higher education area (EHEA). The creation of the EHEA is a new and specific challenge for higher education in Europe, one that depends upon improved faculty development and training across Europe. The integration of Spain and other European countries into European higher education more generally entails these challenges. In order for necessary changes in faculty development and training to take place, university managers and policy makers must account for designing training plans, as well the knowledge, attitudes and needs of faculty members. This investigation was undertaken with these themes in mind. Conducted in Madrid, Spain, it included 257 professors from ten different schools of the Universidad Complutense de Madrid. The aim of the investigation was to understand faculty knowledge and attitudes about changes in higher education in Europe. Moreover, with an eye to helping faculty members cope with the change that is accompanying the creation of EHEA, the investigators sought to understand the importance that faculty members place upon professional development and how current approaches to professional development at the university level could be improved. The results indicate a degree of ignorance regarding changes in European higher education as well as a feeling of resistance on the part of many faculty members. While many faculty members consider knowledge of change processes and adaptability to be important qualities, faculty responses also indicate a clear need for guidance if they are going to integrate new learning models and adequate coping strategies into their work in higher education.
Implementation of quality management systems in educational organisations is a fact in many countries. Schools adopt systems to establish an improvement plan, based on evaluating everything they do. Evidence of the improvement and changes must be gathered and tools and techniques are thus required to evaluate these changes. This paper presents a questionnaire with a design and an analysis of its technical characteristics. Results show that the overall reliability of the questionnaire is very good, with a Cronbach’s α of .988 and values higher than .92 in each of the six dimensions. The item analysis shows the level of homogeneity, with values over .25. The validity of the questionnaire is also good since the dimensions and subdimensions used are consistent, and the empirical data and the unidimensionality of the construct is proven.
RESUMEN:La diversidad del alumnado de la ESO es una de las realidades más patentes, ricas y complejas de los centros de secundaria. Ofrecer adecuada respuesta educativa a todos los estudiantes compete, además de a otros estamentos, de modo ineludible a todo el profesorado. Analizar cómo perciben los profesores la diversidad y sus implicaciones, cómo valoran las medidas de atención a la diversidad, qué dificultades y apoyos encuentran en este cometido así como la formación que han recibido, es objeto de un amplio trabajo del que se presenta en este artículo una muy breve síntesis. Se ha realizado en la Comunidad Autónoma de La Rioja mediante un estudio de campo, por el método de encuesta y cuestionario como instrumento elaborado 'ad hoc', válido y fiable. Fueron sujetos de consulta todos los profesores de la ESO. Los datos han sido sometidos a los correspondientes análisis estadísticos que han permitido la obtención de conclusiones de las que se presenta un extracto.ABSTRACT: The diversity of Secondary Education students is one of the most evident and at the same time richest and most complex realities in Secondary schools. Besides institutions and other governing organs, it is every teacher's responsibility -and one that cannot be neglected-to cater for all students' educational needs. It is the aim of this paper to analyze how teachers perceive such diversity with all its implications, and what difficulties and support they
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.