School development planning in Serbia: How teachers evaluate it

dc.creator	Stanković Dejan
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:27Z
dc.date.available	2015-07-20T22:10:27Z
dc.identifier	10.2298/ZIPI1101025S
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/e513f1b6c99447f08d8fbe1f607c07bd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13634
dc.description	School development planning is an instrument of school internal development. It has been present in Serbian schools since 2002, but until today there have not been enough data regarding the way development planning takes place and what its effects are. The main question in this research is how the teachers directly involved in the process itself evaluate development planning in their schools. The sample consisted of 291 teachers from 51 primary schools in Serbia. They replied in written form to the open-ended questions regarding their opinion about the positive and the negative sides of school development planning. Data processing included creating categories of teacher answers and calculating the relative presence of answers by categories. Teachers estimated that the following were the positive sides of development planning: strengthening cooperation and team work, introducing planning practice, school development, increased participation, successful project realization and acquisition of new knowledge and advanced training. Teachers most often had no objections to development planning, and when they did, these referred to the following: insufficient support to the development team, resistance and lack of interest of their colleagues, demands of planning, problems with the functioning of the development team and poor plan realization. The results point out to the conclusion that school development planning is predominantly positively evaluated and at the same time provide the foundation for arriving at practical ideas regarding the future direction of the policies in the field of internal school development.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2011/0579-64311101025S.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 43, Iss 1, Pp 25-40 (2011)
dc.subject	school development
dc.subject	school development planning
dc.subject	evaluation
dc.subject	teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	School development planning in Serbia: How teachers evaluate it
dc.type	article