The Future of Education

Edition 14

Accepted Abstracts

Making the School a Learning Organization by Teachers' Internal Evaluation

Amira Rom, the Open University of Israel (Israel)


This study deals with the nature of the internal evaluation of school as an organization. Evaluation of teachers and teachers' feedback are important elements of the educational process, and an important tool for achieving effective and professional improvement.

Darling-Hammond (2014) indicates the importance of teachers' evaluation approach which aims at evaluating the performance, context and outcomes.

The aim of this study is to examine the meaning of internal assessment processes in school organization that was not required to perform these procedures, and to find out if there have been changes over the years when the issue began to be implemented in the educational system.

The research method combines qualitative and quantitative method, conducted through a questionnaire with closed and open-ended questions.  Respondents were 75 ordinary teachers in primary schools that were not yet included in the teachers' evaluation reform. 38 of them were questioned in 2007 and 37 in 2014.

The picture that emerges from the 2007 questionnaires is not encouraging. Even when schools carried out evaluation and feedback processes, they didn't use them systematically. The findings indicate that even in schools whose employees were subjects of internal evaluation the findings were not used for the benefit of the organization. Furthermore, teachers were not aware of such use. This detracts from the significance of the action. In all these cases, the findings of the teachers' evaluation were not used for any purpose. Even most of the subjects themselves didn't do anything following the feedback. 
The results of 2014 show a significant improvement in the teachers' evaluation processes. This change can be contributed to new approaches of the educational system and the constructivist reforms that see teachers' evaluation as an integral part of the educational process, even if the schools in the sample are still not a part of the reforms.
Unlike the teachers' evaluation processes, the use of self-evaluation process in both years failed to take off. The findings indicate that the tool of self-evaluation was only partially implemented by the school. The findings in both years show that even when schools carry out feedback, those are actions that are not interpreted as a significant act that can benefit the organization.

The findings show that teachers refer to feedback as a trivial obligation and not as an important action. The obvious conclusion is that the organization must institutionalize the teachers' self-evaluation process as a part of the school life.

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