|Title||Implicacions per a la Inspecció Educativa a Catalunya del desenvolupament de l’autonomia de centres|
|Year of Publication||2018|
|Advisor||Gairín, J, Silva García, P|
Catalonia is a benchmark in the autonomy of centers from the approval of the Educational Law (LEC) of July 16, 2009. This resulted in the concretion of two fundamental principles on educational organization and management: the Decree of autonomy of centers educational and the Decree of Directions of public centers.
Analyzing this educational and social situation, all the work and the influence that the Inspection develops in the process of the autonomy of centers for the improvement of the educational quality is of interest. It is understood that the Inspection is one of the most responsible group in the search for this quality and for the improvement of educational results.
In this new scenario, the present study wants to know and analyze the changes that are taking place in the functions of the Educational Inspection in its relation and involvement with the educational centers and the School Direction from the development of the Decree of Autonomy of Centers. The realization of this Thesis has been developed based on a bibliographic review of different authors who are experts in the subject, the current educational regulations that compete in Catalonia and the application of a methodological framework from the study col School of cases. Interest is focused on investigating in the educational Inspection from the intensive study of several cases.
The methodology has combined quantitative and qualitative approaches and considered the region as a case study. The field study included the application of a questionnaire with a final sample of 88 inspectors from the existing 243, 12 in-depth interviews and 2 discussion groups from 5 education inspectors and 6 directors of educational centers. The quantitative study performs a descriptive analysis and the qualitative delves into some data and looks for interpretative processes on the part of those involved in the subject.
In a first descriptive phase of our research, the questionnaire helps to offer a general overview and within this same phase, the interview works in depth to provide a more specific vision. Therefore, in this initial phase, the qualitative and quantitative methodology is combined.
The statistical treatment of the questionnaire is carried out with the intention of covering various purposes, based on the research objectives. Thus, there are two types of statistical analysis: a description of the answers collected in the questionnaire, and a second inferential of the variables involved characteristic of the sample: 1) Professional situation and 2) Position in the Inspection. The application that is used is Google Drive and the exploitation of the information is carried out through the IBM-SPSS-22 statistical application.
The interviews look for the identification and treatment through categories, combining processes of repeated revision and saturation of the documentation with the computing tool ATLAS-TI (version 7).
To identify, validate and contrast information, we wanted to create different discussion groups with the educational agents (Inspection, School Management). The purpose was to contrast the opinions of the participants and to know the experience of the participants on the topics covered in the interviews and the questionnaire.
The descriptive and interpretative phases are completed with a third phase of proposal that is subject to validation by 6 experts from the educational world and the Inspection. This group of experts (general secretaries of education, general subdivision of the inspection, general directorate of the directorates, heads of inspection,) help to contrast the results obtained in the selected sample and to finish defining the proposals of improvement arisen from the conclusions.
Among the conclusions of the study, it is affirmed that the Inspection must evolve towards a more practical and face-to-face and less bureaucratic reality, defining and selecting its tasks and functions.