Self-assessment as a mechanism for raising the quality of educational institutions, especially evaluation of the performance of teachers

Abstract

One of the notable aspects of teacher performance evaluation is internal evaluation. This process is carried out through the cooperation of the leader of the educational institution and the staff of teachers and other school bodies to improve the quality and fulfilling the standards and competencies of the teachers' work. The educational institution uses the self-evaluation process for diagnostics or as a reference point for successful editing to become more effective in achieving its goals and the realism of its objectives. The successful implementation helps address corrective actions needed for better personal and institutional performance. In this scientific paper, with a particular focus, we will deal with some of the main aspects of the self-evaluation of teachers' performance. For the study to be as effective as possible, we surveyed 983 teachers. We obtained teachers' attitudes on the impact of self-assessment of performance on their commitment to the profession and their work with students. The findings show that over 52.1% think it affects 37% partly, 6.2% very little, and 4.8% not. Also, our focus has been to understand the attitude of teachers on the reasons why they do it and for whom they do the selfevaluation of their professional performance. The results of the study show that 10.7% of teachers do the selfevaluation "for themselves," 11.6," at the "school level," and 77.7% do the self-evaluation for the "Inspection Sector." Based on the study's findings, teachers do not do self-evaluation willingly but are necessarily obliged by the school directorate or inspection officials.