The research presented in this article describes the functioning of ten leadership teams that were engaged in the institutional self evaluation component of the System for Quality Assurance of School Management. Qualitative methods of multiple case studies were used to document how leadership teams described their own work over time. Results showed that the main change observed was that the teams learned how to work together with the rest of the school community. The documented changes, however, did not lead to the adoption of a culture oriented towards evaluation for continuous improvement. The discussion presents a model that describes the various phases of the teaḿs process and beliefs, as well the factors that facilitated or hindered the self assessment process.
|Translated title of the contribution||The functioning of the directive team during an institutional self-assessment process, in the quality assurance of school management policy framework in Chile|
|Number of pages||18|
|State||Published - May 2009|