ACCEPTANCE AND OPENNESS TO CHANGES AS NEEDS IN TEACHER SELF-EVALUATION

Abstract

The managerial approach to evaluation implies that in researching and analyzing different approaches and models of evaluation in education, it is impossible to bypass the development of the quality movement in the economic field. Namely, it is about the influence of different managerial models of quality which, in the nineties of the previous century, extended to education as “teachers of quality”
The development of the theory of evaluation was also contributed by the biggest names in the field of the theory of organization management and human resources management, such as e.g. Drucker, Peters, Waterman, and others (Mandic, 2002). Linking the process of evaluation with the theory of quality improvement (TQM), Jarvis (1995, in Moţina, 2003), states that both in the evaluation of "planning" and "realization of educational work", "managerial understandings and standards" should be respected. “. However, the “managerial” definition of evaluation as the last phase in managing and leading, Stoll and Fink (2000) reject change because “it is not fair to describe it as the last phase, because it actually plays the most important role in every phase of development planning and, as such, its influence is felt much sooner. "
The basic factors that deter teachers from making changes in any aspect of modernizing the educational process are given, i.e. which fears appear in the teacher and prevent him from performing faster in the transformation from "transforming", growing up, from a traditional to a modern teacher. The changes of the educational process through the past period through four waves of reforms of the educational process are described. It was concluded that the teacher is the main bearer of all changes in the educational process. The educational system should be directed towards the "professionalization" of the teaching profession, which means building a wide base of scientifically based work knowledge about learning.