engleski

Monitoring and Self-Evaluating Teacher's Professional Development and School Activities

The aim was to examine the opinion on the professional development and the quality of a teacher's professional activities as well as the influence of selfevaluation on the teaching quality and the professional competence of a teacher. The survey covered a sample of 600 class and subject teachers and also head teachers and expert co-operators (school leadership) of primary schools in Primorsko-goranska, Ličko-senjska and Istarska County. The results showed that the majority of the teachers think that the evaluation of teachers' professional effectiveness on the basis of the quality of their teaching and students' achievements was done only partially, that up to that point the advancement and the professional development of teachers was done non-systematically, partially and occasionally on the basis of a teacher's professional activities and also that the quality of a teacher's professional work was only somewhat recognised in their schools. When compared to class and subject teachers, the school management agrees to a greater extent with the statements that the quality of a teacher's ability to plan and conduct self-evaluation is a significant part of their competence, which they need in order to regularly monitor and evaluate the quality of their work, another important matter is that students and the school management regularly monitor and evaluate the quality of teacher's professional activities. Furthermore, teacher's self-evaluation significantly adds up to monitoring and improvement of professional competence and also teaching quality.

self-evaluation, teacher’s professional development, professional competence, teaching quality

On-line version of the journal on the web address: http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=185080