How is Quality Education Defined by Principals and Teachers?

Authors

  • Pablo Torche EDECSA
  • Javiera Martínez EDECSA
  • Javiera Madrid EDECSA
  • Javier Araya EDECSA

DOI:

https://doi.org/10.31619/caledu.n43.45

Keywords:

quality education, educational quality, quality evaluation, values education, school management, Simce

Abstract

This research offers a preliminary model to represent the way in which schools' principals and teachers understand the concept of quality education. This model was built on the basis of qualitative opinions of teachers and principals from 12 schools. In order to organize the different components associated with quality education, the proposed model identifies three levels. The two most profound levels include components related to personal and emotional engagement with students, as well as values education and the development of soft skills, or life skills', while only the third, more superficial level, tackles the academic results and school's management processes. This model allows to better understand the way in which principals and teachers connect with the strategies for evaluating quality (mainly Simce), as well as other related educational policies.

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Published

2015-03-12

Issue

No. 43 (2015): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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