Attitudinal aspects of teachers and their scope in the institutional self-assessment process

Abstract

The main objective in this research is to understand teacher´s behavioral facts when they face institutional self-assessment. This article approach is interpretive (hermeneutic) from a mixture nature (qualitative and quantitative). Practicing and training teachers were addressed, also specialized teachers, women and men from the 3 different levels in our formal education. This information was collected by observations, surveys, speaking to sources and institutional background, and an exploratory research which reflects real problems and scenarios, globally observed and intervened through the application of instruments. As a result, it is determined that self-assessment generates a high impact on the studied population, as we can see a lack of valuation of being, as an integral part in the quality control process for teachers. We can conclude that the improvement plans, with the information input provided by assessments processes, turn self-assessment into, after all, in a process of self-criticism, a rich full possibility for reflexing and continuous improvement.