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Occupational prestige has a long history of sociological investigation in terms of the overall rankings assigned to a wide variety of occupations. However, few studies have examined intraoccupational differences in prestige or how individuals rate the prestige of their own profession. Utilizing a national sample of podiatrists, an integrated model is proposed to determine what factors are involved in the rating of one's profession. Multiple regression models were estimated to determine the most important predictors of podiatrists' self-evaluations and prestige interpretations of their profession. Among 12 demographic, job-related, and attitudinal measures, it was found that the perceived evaluations of others explains the most variance in podiatrists' self-evaluations of their profession. Due to the nature of the integrated theoretical model proposed, separate multiple regression models were estimated for novice and established podiatrists. Contrary to the expectation, there was no difference in the predictors of novice and established podiatrists' ratings of their profession. Implications of these findings are considered along with suggestions for further research in this area of occupational sociology. / M.S.

Recent studies (Zaccaro, Foti, and Kenny, 1991; Rueb and Foti, in press) have found a relationship between self-monitoring, a measure of response flexibility, and emergent leadership. The present study re-examined this issue, introducing the hypothesis that psychological type may act as a moderator in the relationship. Subjects completed the Myers-Briggs Type Indicator, the revised Self-Monitoring scale, and four group tasks. After each task, subjects rated each other on perceived leadership. Results indicated that 73% of leadership ratings, and 54% of a rankings measure was stable and due to characteristics of the individual. The relationship between self-monitoring and emergent leadership was not found, thus the interaction between self-monitoring and type with emergent leadership could not be tested. There was a relationship between self-monitoring and agreement in ratings of perceived leadership. Implications of inaccurate ratings are discussed with respect to the emergent leadership/self-monitoring issue. / Master of Science

The thesis "School self-evaluation and transformation of school education programmes" deals with elementary school self-evaluation. It is primarily focused on analyzing outcomes of self-evaluation activities that are indtended to develop schools and adjust school education programmes. The research is based on interviews with directors and teachers from elementary schools in Prague and could be used as an overview of the current state of Czech schools. It also offers recommendations for improving schools.

SELF-EVALUATION IN SECONDARY SCHOOLS Abstract The dissertation thesis focuses on self-evaluation - self-evaluation of schools - in secondary schools in the Czech Republic with an emphasis on creation and development of professional community of teachers and creation of schools as Learning Organizations. The current state of research in the field of self-evaluation is described by the study of Czech and foreign literature. Self-conducted empirical investigation helped to determine the real state of its implementation in our secondary schools. In the framework of the thesis, self-evaluation is understood as a condition for further development of the school, improvement of the quality of teachers and all school activities; so that the school would be able to best reflect the needs of the market and its social partners. The purpose is to allow the school itself to assess its situation, to define its own problems and to find solutions - to find self-improvements. The thesis introduces a variety of approaches, benefits and difficulties that the current state of self-evaluation causes. The first part defines basic concepts, describes quality management systems used in educational process and legislative framework for the implementation of self-evaluation in secondary schools. Supporting part comprises a summary of...

Recently, multi-source feedback has been a popular way of providing performance-related feedback to individuals in many organizations. Many who use multi-source feedback consider Rating Convergence, others seeing target individuals as they see themselves, to be a positive outcome of this process. However, the variables that account for Rating Convergence are not known. This study investigated whether the personality factor Extroversion and Behavioral Consistency, acting as a moderator variable, could account for Self-other Rating Convergence, particularly the Convergence between self and peer Ratings. The sample consisted of 235 mid-level managers from a variety of industries who were participants in individual career development workshops. Using structural equation modeling, the results indicated that a model consisting of a single Extroversion factor could account for the convergence of self-peer ratings. This finding calls into question the significance of Rating Convergence when using multi-source rating instruments that provide feedback on trait characteristics since it may be heavily influenced by a single personality factor rather than observers' comprehensive understanding of the ratee's performance.

Made available in DSpace on 2016-04-04T18:32:53Z (GMT). No. of bitstreams: 1 Sandro Ricardo Coelho de Moraes.pdf: 4339283 bytes, checksum: 106ebae6c53f5209ab27878cb94bc4c8 (MD5) Previous issue date: 2008-12-04 / The aim of this thesis is to analyze the implementation process of institutional self-evaluation, under an improvement perspective, in small public school, in a rural area, within S?o Paulo State. For this purpose, the specific bibliography offered theoretical and methodological basis. There was also the consultation of documents from the mentioned school and the use of questionnaires that privileged 23 respondents' points-of-view, of five different groups (direction board, teachers, technical staff, parents and students), that manifested their position concerning the theme. In the studied case, there was evidence of many contributions that the practice brought to the institution: the validation of participants? voices as reality transformers, the development of an evaluation methodology to enable self-knowledge and creation of a participative structure to lead to improvement. However, limitations were verified and allowed us to say that the school is in an initial process of construction of democratic administration and improvement evaluation. Finally, this work considered that there is space for this kind of evaluation at the public school, since there is real intention of valuing the democratic administration, able to promote a participation climate and, consequently, the development of an evaluation culture, that not focusing on merit or punishment seeks revision of practices and the daily transformation of the school and why not? gets to produce reflexes in the community's own relationships. / O presente trabalho de mestrado objetivou analisar processo de implementa??o de auto-avalia??o institucional, numa perspectiva de aperfei?oamento, em escola p?blica, de pequeno porte e de zona rural, da rede estadual de S?o Paulo. Para essa finalidade, al?m de bibliografia espec?fica que ofereceu base te?rico-metodol?gica, houve a consulta de documentos do estabelecimento de ensino, bem como a utiliza??o de question?rios que privilegiaram a ?tica de 23 participantes, dos v?rios segmentos escolares (dire??o, professores, funcion?rios, pais e alunos), os quais explicitaram posi??es acerca do tema. No caso estudado, foram evidenciadas contribui??es que a pr?tica trouxe ? institui??o, como a valoriza??o das vozes de seus sujeitos enquanto agentes transformadores da realidade, o desenvolvimento de uma avalia??o capaz de proporcionar autoconhecimento ? institui??o e a cria??o de uma estrutura de participa??o que tende a se aperfei?oar. Entretanto, verificaram-se limita??es que permitiram dizer que a escola est? num processo inicial de constru??o tanto de gest?o democr?tica quanto de avalia??o de aperfei?oamento. Finalmente, este trabalho considerou que h? espa?o para tal tipo de avalia??o na escola p?blica, desde que haja a real inten??o de se valorizar a gest?o democr?tica, capaz de promover um clima participativo e, conseq?entemente, o desenvolvimento de uma cultura avaliativa, que longe de m?rito ou puni??o vise ? revis?o de pr?ticas e ? transforma??o cotidiana do estabelecimento de ensino e por que n?o? chegue a produzir reflexos nas pr?prias rela??es da comunidade.

Made available in DSpace on 2016-04-27T14:31:28Z (GMT). No. of bitstreams: 1 Nelson Lambert de Andrade.pdf: 2618786 bytes, checksum: 01f21698f384210532e2d51a8922cc9e (MD5) Previous issue date: 2014-12-04 / The evaluation process of higher education in Brazil, proposed by the national system of higher education evaluation (SINAES / MEC), establishes that the quality of education in higher education institutions (IES) is verified via self-evaluation and external evaluation. This research aims to study the process of institutional self-evaluation, focusing on the decision-making process by the managers, and within the field of evaluation of higher education quality. Object to analyze the role of self-evaluation and their impact on process of decision making, from the results of self-evaluation. As the self-evaluation is carried out by the committee itself Assessment (CPA), the question of this research relied on to investigate whether the managers of an institution of higher learning, located in the south of Minas Gerais, using the results of self-evaluation, the systematic reports (CPA), for making management decisions. methodology was used as an empirical study, which was conducted by interview / questionnaire with six managers in office at IES researched, and a documentary analysis of reports from the CPA, years 2012 and 2013, and official documents SINAES. The research pointed out that the field of evaluation of higher education is fertile territory for discussion of managing the quality of higher education that is regulated by the ten dimensions of SINAES. Highlights the experiences carried out by IES researched because of political evaluation created by Brazil from the 1990s demonstrated further that despite the conservative, technocratic and political connotations of institutional self-evaluation basis, in the face of your recommended formative character by SINAES also has the positive aspect, since it can lead to a continuous improvement of academic management and evaluation processes, if their results are used to stimulate discussion and reflection. Which may contribute to the process of decision making by managers in the management of IES / O processo de avaliação da educação superior no Brasil, proposto pelo Sistema Nacional de Avaliação da Educação Superior (SINAES/MEC), estabelece que a qualidade da educação das instituições de ensino superior (IES) seja verificada via avaliação externa e autoavaliação. A presente pesquisa tem como objeto de estudo o processo de autoavaliação institucional, com foco no processo de tomada de decisão pelos gestores, e se insere no campo da avaliação da qualidade da educação superior. Objetivou-se analisar o papel da autoavaliação e suas repercussões no processo de tomada de decisões, a partir dos resultados da autoavaliação. Como a autoavaliação é realizada pela Comissão Própria de Avaliação (CPA), a questão desta pesquisa se baseou em investigar se os gestores de uma instituição de ensino superior, privada, localizada no Sul de Minas Gerais, utilizam os resultados da autoavaliação, sistematizados nos relatórios da CPA, para a tomada decisões na gestão. Utilizou-se como metodologia um estudo empírico, que se realizou por meio de entrevistas/questionário com seis gestores em exercício na IES pesquisada, e uma análise documental dos relatórios da CPA, ano 2008 e 2013, e documentos oficiais do SINAES. A pesquisa apontou que o campo da avaliação do ensino superior é um território fértil de discussão para o gerenciamento da qualidade da educação superior que é regulada por meio das dez dimensões do SINAES. Destaca as experiências realizadas pela IES pesquisada em virtude das políticas de avaliação criadas pelo Estado brasileiro a partir da década de 1990. Demonstrou, ainda, que apesar do caráter conservador, tecnocrático e de conotações políticas da autoavaliação institucional, em face de seu caráter formativo preconizado pelo SINAES, tem também o aspecto positivo, pois pode conduzir a um contínuo aperfeiçoamento da gestão acadêmica e dos processos avaliativos, se seus resultados forem utilizados para estimular o debate e a reflexão. O que pode contribuir para o processo de tomada de decisões pelos gestores na gestão da IES

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:25:23Z No. of bitstreams: 1 JoséRobertodeSouzaSantosTese2018.pdf: 3032879 bytes, checksum: e737e82e9ca956cb346cc5c7421023f4 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-19T16:26:34Z (GMT) No. of bitstreams: 1 JoséRobertodeSouzaSantosTese2018.pdf: 3032879 bytes, checksum: e737e82e9ca956cb346cc5c7421023f4 (MD5) / Made available in DSpace on 2018-06-19T16:26:34Z (GMT). No. of bitstreams: 1 JoséRobertodeSouzaSantosTese2018.pdf: 3032879 bytes, checksum: e737e82e9ca956cb346cc5c7421023f4 (MD5) Previous issue date: 2018-03-27 / In the face of the growing interest in adopting institutional assessments by networks and teaching systems, as a way of establishing formative evaluation practices, we were interested in this study to understand the challenges and advances in the implementation of this kind of evaluation in one of these networks: the Public Education Network in Distrito Federal, Brazil’s capital. The methodology of the study consisted of bibliographical research, documentary analysis, interviews with the managers of the educational evaluation area of the central bureau of the education system and collective case studies, in which we did observations, documentary analysis, individual interviews and focus groups. The theoretical corpus of work, based on which we built a kind of grammar of the institutional evaluation in basic education, was formed by Freitas (FREITAS, 2005; FREITAS et al., 2009), Sordi (2006, 2009b, 2010, 2011, 2012), Saul (1995), Leite (2005), Dias Sobrinho (1998, 2002, 2003), Nevo (1997, 1998), Cousins (COUSINS; EARL, 1992; CHOUINARD; MILLEY; COUSINS, 2004), Bondioli (2013, 2015) and Chapman and Sammons (2013). In order to approach its implementation in schools and educational networks, we have used Fullan (2009) and studies published in Brazil that address the implementation of this kind of educational change: Sordi (2006, 2010, 2011, 2012), Betini (2010), Mendes and Sordi (2012), Souza and Dittrich (2012), Brandalise (2015), and Mendes et al. (2005), Dalben (2010), Ribeiro and Gusmão (2010), Silva (2010) and Brandalise and Martins (2015). After analyzing the research data, it was observed that the main intervening factor of the implementation of institutional evaluation processes in the schools of the Public Education Network of Distrito Federal is the participation of the community, both as an inspiring aspect of change and as an inhibitor. From the perspective of the central bureau, the most obvious challenge was the use of evaluation results for improvement purposes. The proposition of external evaluations, in turn, with formative function can be highlighted as an important advance. However, since their results were not used in the investigated school units and the relationship of schools with external evaluation initiatives was one of distrust and non-belonging, in addition to the literature, it was inferred that the main reason for this non-use would be the fact that they are non-participatory evaluations. With this, it was possible to conclude that the great challenge of the Public Education Network of the Distrito Federal with a view to the implementation of institutional evaluation processes is the participation, both in schools, and in the relationship of schools with the external entities. Before this scenario, it was pointed out the need for cooperative models of institutional evaluation, in which external bureau and school community cooperate in the evaluation and construction of the quality of schools and the educational network, which involves changes in the relationship of schools with their community and government with school units, currently based on the notion of another as an object, in a subject-subject relationship. / Diante do crescente interesse na adoção de avaliações institucionais por redes e sistemas de ensino, como forma de instaurar práticas avaliativas formativas, interessou-nos neste estudo compreender os desafios e avanços na implementação desse tipo de avaliação em uma dessas redes: a Rede Pública de Ensino do Distrito Federal. A metodologia do estudo consistiu em pesquisa bibliográfica, análise documental, entrevistas com as gestoras da área de avaliação educacional do órgão central do sistema de ensino e estudos de caso coletivos, para os quais recorremos às observações, análise documental, entrevistas individuais e grupos focais. O corpus teórico do trabalho, com base no qual construímos uma espécie de gramática da avaliação institucional na educação básica, foi formado por Freitas (FREITAS, 2005; FREITAS et al., 2009), Sordi (2006, 2009b, 2010, 2011, 2012), Saul (1995), Leite (2005), Dias Sobrinho (1998, 2002, 2003), Nevo (1997, 1998), Cousins (COUSINS; EARL, 1992; CHOUINARD; MILLEY; COUSINS, 2014), MacBeath (MACBEATH, 2004; MACBEATH et al., 2005; SWAFFIELD; MACBEATH, 2005), Bondioli (2013, 2015) e Chapman e Sammons (2013). Para a abordagem de sua implementação em escolas e redes de ensino, recorremos a Fullan (2009) e aos estudos publicados no Brasil que abordam a implementação desse tipo de mudança educacional: Sordi (2006, 2010, 2011, 2012), Betini (2010), Dalben (2010), Ribeiro e Gusmão (2010), Silva (2010), Brandalise e Martins (2011), Mendes e Sordi (2012), Souza e Dittrich (2012), Brandalise (2015) e Mendes et al. (2015). Após análise dos dados da pesquisa, observou-se que o principal fator interveniente da implementação de processos de avaliação institucional nas escolas da Rede Pública de Ensino do Distrito Federal é a participação da comunidade, tanto como aspecto favorecedor da mudança, quanto como inibidor. A partir da perspectiva do órgão central, o desafio mais evidenciado foi o uso dos resultados das avaliações para fins de melhoria. A proposição de avaliações externas, por sua vez, com função formativa pode ser destacada como um avanço importante. Mas, uma vez que seus resultados não eram utilizados nas unidades escolares investigadas e que a relação das escolas com iniciativas de avaliação externa era de desconfiança e não pertencimento, somado ao que aponta a literatura, inferiu-se que a principal razão para este não uso seria o fato de se tratarem de avaliações não participativas. Com isso, foi possível concluir que o grande desafio da Rede Pública de Ensino do Distrito Federal com vistas à implementação de processos de avaliação institucional é a participação, tanto nas escolas, quanto na relação das escolas com o órgão externo. Frente a este cenário, apontou-se para a necessidade de modelos cooperativos de avaliação institucional, em que órgão externo e comunidade escolar cooperam na avaliação e construção da qualidade das escolas e da rede de ensino, o que implica alterar a relação das escolas com sua comunidade e do Estado com as unidades escolares, atualmente baseada na noção de um outro como objeto, para uma relação sujeito-sujeito.