Interpretation of educational quality management at the level of pedagogical practice
Abstract
The article focuses on the analysis of the problem of ensuring the quality of education at the institutional level in general secondary education institutions in the context of pedagogical practice. The purpose of the study is to identify teachers’ views on the essence of education quality, their involvement in internal quality assurance processes, and to determine the factors that have the greatest impact on educational outcomes. The empirical basis of the study is the survey “Quality of Education at the Level of Pedagogical Practice – 2025”, conducted among teachers of general secondary education institutions in the city of Kharkiv using Google tools. A total of 523 teachers participated in the survey, which exceeds the calculated representative sample size.
The study analyzes the level of teachers’ awareness of the Regulation on the Internal Quality Assurance System, the degree of their involvement in its development and implementation, as well as their assessment of changes that occurred after the introduction of relevant procedures. It was found that the majority of teachers perceive the quality of education as a complex characteristic of the educational environment and recognize the decisive influence of teachers’ professional competence, modern teaching methods, the educational environment, and interaction with parents on achieving high-quality learning outcomes. At the same time, a contradiction was identified between teachers’ awareness of the importance of their role and their actual participation in education quality management processes.
The article outlines the main difficulties teachers face in implementing education quality assurance requirements, including excessive bureaucratic workload, lack of time, and decreased student motivation. The teachers’ vision of an optimal education quality management mechanism is generalized; such a mechanism should be systemic, cyclical, supportive, and focused on student development and teachers’ professional growth. Possible ways to address the identified problems are proposed.
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References
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