Qëndrimi i mësimdhënësve ndaj vlerësimit të performancës

Ismet Potera; Selim Mehmeti

doi:10.62928/kp.v10i1.4837

Autorët

Ismet Potera
Selim Mehmeti

DOI:

https://doi.org/10.62928/kp.v10i1.4837

Abstrakti

Vlerësimi i performancës së mësimdhënësve në Kosovë është pjesë e sistemit të licencimit të mësimdhënësve, i cili paraqet një risi në vendosjen e procedurave të vlerësimit të përgjegjësisë, por edhe të cilësisë së arsimit. Hulumtimi u zhvillua me mësimdhënësit që nuk e dinin nëse ishin ose jo pjesë e fillimit të vlerësimit të performancës së mësimdhënësve. Por, secili ishte në pritje se mund të përzgjidhej për të qenë pjesë e pakos së parë të vlerësimit nga ana e Inspektoratit të Arsimit. Qëllimi i hulumtimit ishte marrja e mendimit dhe qëndrimit të mësuesve lidhur me një proces, pjesë e të cilit do të jenë. Gjithashtu, pjesë e këtij qëllimi ishte edhe identifikimi i cilësisë së informimit të tyre lidhur me këtë proces. Rezultatet tregojnë se mësuesit nuk ishin sa duhet të informuar për procesin e vlerësimit dhe kishte dallime në format e marrjes së informatave për procesin dhe për përmbajtjen e vlerësimit. Hulumtimi është realizuar me një mostër prej 237 mësimdhënësish para vlerësimit të performancës. Qasja ka qenë sasiore dhe është realizuar me anë të një pyetësori. Paraprakisht është pilotuar në një mostër të rastit, prej 30 mësimdhënësish. Instrumenti përbëhet nga çështjet demografike të mostrës, aspektet e informimit për procesin e vlerësimit të performancës, mendimi për vlerësimin si dhe qëndrimet për aspektet e vlerësimit. Gjithashtu, rezultatet dëshmojnë se mësimdhënësit presin nga vlerësimi t’u ndihmojë në avancimin profesional. Një pjesë ndihen të stresuar, se si do të dalë vlerësimi i tyre.

Fjalët kyçe:

informim, performancë, qëndrim, vlerësim

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Author Biographies

Ismet Potera

Instituti Pedagogjik i Kosovës

Selim Mehmeti

Instituti Pedagogjik i Kosovës

References

Day, C. (2004). A passion for teaching, Routledge & Palmer, London.
De Oliva et al. (2009). Comparative study of the evaluation of professional competencies by experienced and trainee, Spanish primary teachers, Europian Journal of Teacher Education, Vol.32, No.4, pp.437-454.
Finster, M. & Milanowski, A. (2018). Teacher Perceptions of a New Performance Evaluation System and Their Influence on Practice: A Within- and Between- School Level Analysis, Education policy analysis archives, Volume 26, Number 41.
Fullan, M. (2010) Forcat e ndryshimit, Depërtim i në thellësitë e reformës arsimore, CDE, Tiranë.
Hedge, J. W., & Teachout, M. S. (2000). Exploring the concept of acceptability as a criterion for evaluating performance measures. Group & Organization Management, 25(1), 22–44. https://doi.org/10.1177/1059601100251003
Heneman, H. G. III, & Milanowski, A. T. (2003). Continuing assessment of teacher reactions to a standards-based teacher evaluation system. Journal of Personnel Evaluation in Education, 17(3), 171–195. https://doi.org/10.1023/B:PEEV.0000032427.99952.02
Karameta, P. (2014), Arsimi i gjeneratës tjetër, Konstruktivizmi, Kurrikula, Kompetenca, Tiranë, Sara,.
Kuvendi i Kosovës (2018). Ligji për Inspektoratin e Arsimit në Kosovë. Ligji nr. 06/L -04. Gazeta zyrtare e Republikës së Kosovës / nr. 13 / 10 Gusht 2018, Prishtinë.
MASHT, (2018). Udhëzimi Administrativ për vlerësimin e performancës së mësimdhënësve,
Lila, A. (2017). Ndërtimi i sistemit efektiv për vlerësimin e performancës së mësimdhënësve, KEC, Prishtinë.
Mehmeti, S. (autor), Rraci, E. & Bajrami, K. (2019). Zhvillimi Profesional i Mësimdhënësve në Kosovë. Rrjeti i Kosovës për Arsim dhe Punësim – KEEN. http://www.keen- ks.net/site/assets/files/1467/zhvillimi_profesional_i_mesimdhenesve_ne_kosove _alb-1.pdf
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2017). Korniza strategjike për zhvillimin e mësimdhënësve në Kosovë. https://masht.rks- gov.net/uploads/2017/04/kornize-strategjike.pdf
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2018). Kriteret dhe procedurat e vlerësimit të performancës së mësimdhënësve (Dokument pune për vlerësimin e performancës së mësimdhënësve).
Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2017). Udhëzimi Administrativ nr. 05/2017 për Sistemin e Licencimit dhe Zhvillimit të Mësimdhënësve në Karrierë. http://masht.rks-gov.net/uploads/2017/08/sistemimi- i-licencimit-dhe-zhvillimit-te-mesimdhenesve-ne-karriere.pdf.
OECD (2013). Synergies for Better Learning, An international perspective On evaluation and assessment.
Papay, J. (2012). Refocusing the debate: Assessing the purposes and tools of teacher evaluation. Harvard Educational Review, 82(1), 123–141. https://doi.org/10.17763/haer.82.1.v40p0833345w6384
Wood,P.(1995).Creativeteachersinprimaryschools,OpenUnversityPress,UK.

References

Day, C. (2004). A passion for teaching, Routledge & Palmer, London.

De Oliva et al. (2009). Comparative study of the evaluation of professional competencies by experienced and trainee, Spanish primary teachers, Europian Journal of Teacher Education, Vol.32, No.4, pp.437-454.

Finster, M. & Milanowski, A. (2018). Teacher Perceptions of a New Performance Evaluation System and Their Influence on Practice: A Within- and Between- School Level Analysis, Education policy analysis archives, Volume 26, Number 41.

Fullan, M. (2010) Forcat e ndryshimit, Depërtim i në thellësitë e reformës arsimore, CDE, Tiranë.

Hedge, J. W., & Teachout, M. S. (2000). Exploring the concept of acceptability as a criterion for evaluating performance measures. Group & Organization Management, 25(1), 22–44. https://doi.org/10.1177/1059601100251003

Heneman, H. G. III, & Milanowski, A. T. (2003). Continuing assessment of teacher reactions to a standards-based teacher evaluation system. Journal of Personnel Evaluation in Education, 17(3), 171–195. https://doi.org/10.1023/B:PEEV.0000032427.99952.02

Karameta, P. (2014), Arsimi i gjeneratës tjetër, Konstruktivizmi, Kurrikula, Kompetenca, Tiranë, Sara,.

Kuvendi i Kosovës (2018). Ligji për Inspektoratin e Arsimit në Kosovë. Ligji nr. 06/L -04. Gazeta zyrtare e Republikës së Kosovës / nr. 13 / 10 Gusht 2018, Prishtinë.

MASHT, (2018). Udhëzimi Administrativ për vlerësimin e performancës së mësimdhënësve,

Lila, A. (2017). Ndërtimi i sistemit efektiv për vlerësimin e performancës së mësimdhënësve, KEC, Prishtinë.

Mehmeti, S. (autor), Rraci, E. & Bajrami, K. (2019). Zhvillimi Profesional i Mësimdhënësve në Kosovë. Rrjeti i Kosovës për Arsim dhe Punësim – KEEN. http://www.keen- ks.net/site/assets/files/1467/zhvillimi_profesional_i_mesimdhenesve_ne_kosove _alb-1.pdf

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2017). Korniza strategjike për zhvillimin e mësimdhënësve në Kosovë. https://masht.rks- gov.net/uploads/2017/04/kornize-strategjike.pdf

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2018). Kriteret dhe procedurat e vlerësimit të performancës së mësimdhënësve (Dokument pune për vlerësimin e performancës së mësimdhënësve).

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT), (2017). Udhëzimi Administrativ nr. 05/2017 për Sistemin e Licencimit dhe Zhvillimit të Mësimdhënësve në Karrierë. http://masht.rks-gov.net/uploads/2017/08/sistemimi- i-licencimit-dhe-zhvillimit-te-mesimdhenesve-ne-karriere.pdf.

OECD (2013). Synergies for Better Learning, An international perspective On evaluation and assessment.

Papay, J. (2012). Refocusing the debate: Assessing the purposes and tools of teacher evaluation. Harvard Educational Review, 82(1), 123–141. https://doi.org/10.17763/haer.82.1.v40p0833345w6384

Wood,P.(1995).Creativeteachersinprimaryschools,OpenUnversityPress,UK.

Qëndrimi i mësimdhënësve ndaj vlerësimit të performancës

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