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You searched for subject:(Self evaluation Mechanisms). Showing records 1 – 2 of 2 total matches.

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1. Cepa, Paula Cristina Fonseca de Abreu. Autoavaliação de Escola.

Degree: 2012, RCAAP

No final do século XX a escola portuguesa deparou-se com uma exigência normativa relativamente à sua autoavaliação, muito devido à sociedade que está cada vez mais atenta à qualidade dos serviços que esta presta. No entanto, só com a publicação da “Lei do Sistema de Avaliação da Educação e do Ensino não Superior” (Lei nº 31/2002 de 20 de dezembro) é que surgiu a obrigatoriedade de autoavaliação das escolas. Neste sentido a escola, numa perspetiva de regulação tem de assumir a sua própria avaliação envolvendo toda a comunidade educativa para que todos os setores se sintam parte integrante de um sistema e compreendam as causas e consequências dos resultados obtidos. A qualidade dos serviços prestados e consequente satisfação da comunidade educativa passa pela prestação de contas que decorre da avaliação conduzida pela própria escola, indo ao encontro do estabelecido por lei. São já conhecidos alguns dispositivos de autoavaliação. Contudo, os seus aplicadores institucionais deparam-se com dificuldades na sua compreensão e contextualização à realidade de cada escola e procuram formação específica para a sua aplicação. Depois de situar esta problemática no contexto do percurso profissional da autora e das experiências por ela vivenciadas, nomeadamente enquanto elemento da equipa de autoavaliação, este relatório pretende compreender o conceito de autoavaliação e como ele se ganhou significado na organização escolar, descrever e caraterizar um modelo de autoavaliação aplicado num agrupamento de escolas e reinterpretado pelos atores escolares.

By the end of the 20th century, Portuguese schools faced a normative demand as far as their self-evaluation process was concerned, due to a society more and more attentive to the quality of services school provides. However only after the publication of the Lei do Sistema de Avaliação da Educação e do Ensino não Superior (Law no. 31/2002 of 20th December) did the schools’ self-evaluation process become mandatory. Therefore school, under a regulation perspective, must assume its self-evaluation process involving the whole educational community so that all sectors involved feel part of a system and understand the causes and consequences of the results achieved. The quality of the services provided and the consequent satisfaction of the educational community happen because schools must report the results of their self-evaluation process, which matches what was established by law. Some of the self-evaluation mechanisms are already known. However those who put them into practice come across difficulties in understanding and setting them in each school’s reality and look for specific training in order to be able to put them into practice. After setting this issue in the author’s professional course and the experiences she has lived while being part of the self-evaluation team, this report aims to understand the self-evaluation concept and how it gained meaning in the school’s organization, describe and characterize a self-evaluation model applied to a school group and reinterpreted by…

Advisors/Committee Members: Machado, Joaquim.

Subjects/Keywords: Percurso Profissional; Avaliação Institucional; Dispositivos de Autoavaliação; Professional Course; Institutional Assessment; Self-evaluation Mechanisms

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cepa, P. C. F. d. A. (2012). Autoavaliação de Escola. (Thesis). RCAAP. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11361

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cepa, Paula Cristina Fonseca de Abreu. “Autoavaliação de Escola.” 2012. Thesis, RCAAP. Accessed December 07, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11361.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cepa, Paula Cristina Fonseca de Abreu. “Autoavaliação de Escola.” 2012. Web. 07 Dec 2019.

Vancouver:

Cepa PCFdA. Autoavaliação de Escola. [Internet] [Thesis]. RCAAP; 2012. [cited 2019 Dec 07]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11361.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cepa PCFdA. Autoavaliação de Escola. [Thesis]. RCAAP; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ucp.pt:10400.14/11361

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Newcastle

2. Gold, Sharon. Measuring social competence, task competence and self-protection in an organisational context.

Degree: PhD, 2009, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In Chapter 1, I describe social competence, task competence and self-protection in an organisational context. In Chapter 2, I review key self theories and relate them to the self-competence construct. In Chapter 3, I review the research on self-competence to show that there is a need for a construct of social competence and self-protection. I discuss the limitations of three self-competence theories: Bandura’s (1977) self-efficacy theory, Williams and Lillibridge’s (1992) self-competence theory and Tafarodi & Swann’s (1995) self-competence/self-liking theory. In Chapter 4, I present my selfcompetence model. I raise the research questions and specify my hypotheses. In Chapter 5, I describe the construction of Social and Task Competence Scale. I present evidence of the reliability and factor structure of the Social and Task Competence Scale. I concluded that scale revisions were needed. In Chapter 6, I present evidence of the reliability, factor structure and predictive validity of the revised Social and Task Competence Scale and Self-Protection Scale. I describe the results of an experiment that investigated the interaction of task setting, social competence, task competence and selfprotection. I concluded that the measures predicted performance. In Chapter 7, I investigate the factor structure and reliability of the revised Social and Task Competence Scale and revised Self-Protection Scale. I provide evidence of the convergent and discriminant validity of these measures with reliable measures of self-competence, selfesteem, self-monitoring, personality and social desirability. In Chapter 8, I investigate the factor structure and reliability of the Social and Task Competence Scale and Self-Protection Scale after final revisions and show that these measures are acceptable for use in scientific research. I present evidence of their convergent validity with a valid andreliable measure of emotional intelligence, and describe experimental results that supported the hypothesised relationships between perceived task difficulty, social competence, task competence and self-protection and task performance. In Chapter 9, I discuss the implications of my research for self-competence theory, self-regulation and self-esteem and the prediction of social and task performance in organisations.

Advisors/Committee Members: University of Newcastle. Faculty of Science and Information Technology, School of Psychology.

Subjects/Keywords: social competence; task competence; psychological measurement; interpersonal relationships; interpersonal interaction; self-evaluation; test validity; test construction; self-perception; self-concept; interpersonal interaction; social skills; self-competence; social support; organisational effectiveness; organisational development; job performance; self-defense; motivation; feedback; self-preservation; emotional adjustment; prediction; self-protection; defense mechanisms; self-efficacy; organisational behaviour; task performance; self-esteem; self-regulation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gold, S. (2009). Measuring social competence, task competence and self-protection in an organisational context. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/44576

Chicago Manual of Style (16th Edition):

Gold, Sharon. “Measuring social competence, task competence and self-protection in an organisational context.” 2009. Doctoral Dissertation, University of Newcastle. Accessed December 07, 2019. http://hdl.handle.net/1959.13/44576.

MLA Handbook (7th Edition):

Gold, Sharon. “Measuring social competence, task competence and self-protection in an organisational context.” 2009. Web. 07 Dec 2019.

Vancouver:

Gold S. Measuring social competence, task competence and self-protection in an organisational context. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2019 Dec 07]. Available from: http://hdl.handle.net/1959.13/44576.

Council of Science Editors:

Gold S. Measuring social competence, task competence and self-protection in an organisational context. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/44576

.