The Effect of Educational Environment, Instruction Preparation and Instruction Delivery- Student Assessment on Attitudes towards Self-Evaluation: A Study in Primary and Secondary Teachers in Greece

• Sofia Chrysa Mitraka ^[1] ; Argyris Kyridis ^[1]
  1. [1] Aristotle University of Thessaloniki

     Aristotle University of Thessaloniki

     Dimos Thessaloniki, Grecia

     
• Localización: JETT, ISSN-e 1989-9572, Vol. 15, Vol. 1, 2024, págs. 33-39
• Idioma: inglés
• Enlaces
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• Resumen

  • In Greece, self-evaluation has been treated with skepticism by teacher unions and several political parties. Self-evaluation has to be promoted, according to the Ministry Decision 6603/ΓΔ4/20.01.2021. Investigating factors associated with teachers’ attitudes towards self-evaluation might be vital to successfully implement self-evaluation. To investigate the effect of attitudes towards the educational environment, instruction preparation and instruction delivery/ student assessment on attitudes towards self-evaluation in Primary and Secondary Education teachers in Greece. This quantitative study is part of a larger project, investigating several parameters as for their association with self-evaluation in 1.000 teachers in Greece. The independent variables analyzed were attitudes towards the educational environment (N=13 items), instruction preparation (N=18 items) and instruction delivery/ student assessment (N=24 items). The dependent variable analyzed was attitudes towards self-evaluation. The potential association of these three independent variables with attitudes towards self-evaluation was investigated after controlling for confounding varriables. Attitudes towards the educational environment (F=38,672 ), instruction preparation (F= 20,492) and instruction delivery/ student assessment (41,419) had a strong and significant effect on attitudes towards self-evaluation (p=0.000). Educational environment, instruction preparation and instruction delivery/ student assessment are related to attitudes towards self-evaluation. It is possible that the overall climate of school environment, as well as the climate of school class, shape the teachers attitudes towards self-evaluation. The effect of instruction preparation and instruction delivery/ student assessment could possibly explained by the self-efficacy beliefs of teachers, leading them to a more positive perception for self-evaluation.