Vloga ravnatelja pri ugotavljanju in zagotavljanju kakovosti v vrtcu

magistrsko delo

Petra Žgajnar (Avtor), Tatjana Devjak (Mentor)

Povzetek

Magistrsko delo obravnava problematiko definiranja kakovosti v vrtcu, pristope ugotavljanja in zagotavljanja kakovosti ter pravne akte, ki v Sloveniji vrtce zavezujejo h kakovosti. Navedene se tudi raziskave in projekti, ki so pomembno vplivali na razvoj sistema ugotavljanja in zagotavljanja kakovosti na področju predšolske vzgoje. Najbolj uporaben in učinkovit sistem ugotavljanja in zagotavljanja kakovosti predstavlja samoevalvacija, iz katere izhajajo tudi številni drugi pristopi ugotavljanja in zagotavljanja kakovosti. Vendar tudi samoevalvacija sama po sebi ne pomeni višje kakovosti, saj je potrebno pridobljene rezultate prenesti v prakso, obenem pa samoevalvacija zahteva določeno mero znanja in zanimanja. Na tem mestu pa je pomembna ravnateljeva vloga. Ravnatelj ima v vrtu vlogo menedžerja in pedagoškega vodje, s procesom decentralizacije šolstva in povečanjem njegove avtonomije so njegove naloge postale obsežnejše, njegova skrb za kakovost pa toliko večja. Zakon o organizaciji in financiranju vzgoje in izobraževanja (1996) določa, da je ravnatelj odgovoren za zagotavljanje ter ugotavljanje kakovosti, natančno določeno pa je tudi, da mora pri tem uporabiti samoevalvacijski pristop ter letno pripraviti poročilo o samoevalvaciji vrtca. V empiričnem delu so predstavljeni rezultati raziskave, v katero so bili vključeni ravnatelji in pomočniki ravnateljev slovenskih vrtcev. Rezultati kažejo, da anketirani poznajo samoevalvacijski pristop in aktivno sodelujejo pri izvajanju samoevalvacije. Največ anketiranih za namene samoevalvacije uporablja poročilo o uresničitvi letnega delovnega načrta ter poročilo o samoevalvaciji. To sta tudi dva najbolj poznana pristopa, kar ne preseneča, saj sta zakonsko obvezujoča dokumenta. Rezultati raziskovanja so največkrat predmet diskusij, največkrat pa so objavljeni v letnem delovnem načrtu vrtca, na pedagoških konferencah ter na svetu zavoda. V samoevalvacijo ravnatelji in pomočniki ravnateljev najpogosteje vključujejo vzgojitelje in svetovalne delavce, najredkeje pa zunanje evalvatorje in predstavnike lokalne skupnosti. S težavami pri ugotavljanju in zagotavljanju kakovosti se pogosteje srečujejo vrtci, ki so samostojna organizacijska enota, kot pa vrtci, ki so organizacijska enota osnovne šole. Najpogostejši težavi, ki so ju anketirani navedli, sta pomanjkanje časa in nemotiviranost zaposlenih. Prav tu pa je mogoče opaziti ravnateljeve sposobnosti za organizacijo svojega dela in sposobnost motiviranja sebe in zaposlenih.

Ključne besede

evalvacija;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2018
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[P. Žgajnar]
UDK:	373.2(043.2)
COBISS:	12077897
Št. ogledov:	480
Št. prenosov:	97
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Free time spent together between parents and their preschool children
Sekundarni povzetek:	The master thesis addresses the topic of defining kindergarten quality, approaches of determining and ensuring quality and the legal acts regulating quality in Slovenian kindergartens. It also includes research and projects that played an influential role in developing the system of determining and ensuring quality in the field of preschool education. The most applicable and efficient system of determining and ensuring quality is self-evaluation, which is the basis for a number of other approaches of determining and ensuring quality. However, self-evaluation in and of itself does not mean that higher quality is automatically ensured; self-evaluation requires a certain amount of knowledge and interest, and the obtained results must be applied in practice. In this aspect, the headmaster plays a vital role, as the scope of their obligations and quality assurance tasks as kindergarten manager and pedagogical leader has increased with the decentralisation of education and the growth of its autonomy. According to the Slovenian Act on organisation and financing of early childhood education and care (1996), the headmaster is responsible for ensuring and determining quality, while their obligations also include the use of the self-evaluation approach and an annual report on the kindergarten’s self-evaluation process. The empirical part of the thesis introduces the results of the research which included headmasters and their assistants from Slovenian kindergartens. The results show that the respondents are acquainted with the self-evaluation approach and actively participate in its execution. For self-evaluation purposes, the majority of the respondents use the report on the implementation of the annual work plan and the self-evaluation report, which are also two of the most recognized approaches due to the fact that they are legally binding documents. Research results are most frequent subjects of discussion at pedagogical conferences and the institute council and are as a rule published in the kindergarten’s annual work plan. Headmasters and their assistants most often include kindergarten teachers and consultants in the self-evaluation process, and very rarely external evaluators and local community representatives. Kindergartens that operate as independent organizational units face difficulties in determining and ensuring quality more frequently than kindergartens that are part of primary school organizational units. The most often encountered difficulties stated by the respondents are lack of time and lack of employee motivation. This is where the headmaster’s role becomes evident, i.e. in their ability to organize their work and to motivate themselves as well as other employees.
Sekundarne ključne besede:	pre-school education;quality of education;predšolska vzgoja;kvaliteta izobraževanja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani:	99 str.
ID:	10950784