Teacher Perception of Effectiveness and Discomfort: Results of a Survey on the Self-Assessment process in a School in Rome

Abstract

This paper presents a case study on self-assessment initiatives of a comprehensive school in Rome. The theoretical framework is based on the practitioners' reflexivity and the self-efficacy construct in relation to factors of well-being and discomfort.

More specifically, the paper describes some aspects (teaching effectiveness and relationship with colleagues, self-assessment and the willingness to ask for advice) of a previous study conducted through a written interview on the factors of well-being and discomfort at school and a questionnaire on reflection on professional practice, both administered with teachers.

A sense of ineffectiveness has emerged from the analysis of data on discomfort in relation with teaching effectiveness, in particular for pupils with difficulties or the excellent ones; difficulties have also emerged in relation to organizing teaching for several levels; some misconceptions about teaching have also been revealed: the heterogeneity of the classes is sometimes seen as a factor which penalizes the best students.