Self-Evaluation as a Factor of Quality Assurance in Education

Using an empirical research study based on a systematic sample of teachers, school counselors, and principals working in Slovenian primary and secondary schools, we examined how frequently these education professionals self-evaluate their work. The multiple regression models demonstrated that educators ’ interest in research work and belief in the necessity of continuous professional development have the strongest impact on their views of the importance of self-evaluation. Those educators whose knowledge of conducting self-evaluation is greater also attach more importance to carrying out self-evaluation. School management’s encouragement has a further impact on educators ’ views on the importance of conducting self-evaluation. If an educational institution is to adopt self-evaluation as a permanent expert activity, which is a precondition for effective quality improvement, it needs to develop an adequate atmosphere among its educators. This atmosphere should enable and encourage research work, self-evaluation, and educators ’ professional development