Andreev's method of studying students' satisfaction with school life. Tests and questionnaires to study the satisfaction of parents and students with the organization of the educational process

Questionnaire: “Your attitude towards school”

Dear parents!

We ask you to evaluate each of the provisions of the questionnaire by choosing one of the statements: YES, NO, DIFFICULT TO SAY:

6.Do you participate in school affairs?

7.h what do you think the school is doing well?________________________________

8. What, in your opinion, should she do better?_______________________

____________________________________________________________________________

P When calculating the survey results, only responses in bold were taken into account.

Test “Studying the satisfaction of parents of students with the organization of the educational process and life activities at school”

The purpose of the technique: to identify the level of parental satisfaction with the work of the educational institution and its teaching staff.

Class _________ Date of completion __________________

Instructions: Read the statements listed above carefully and evaluate your level of agreement with them. To do this, you need to circle one number, which will be the answer that corresponds to your point of view.

Rating scale:

0 – completely disagree.

1. The class in which our child studies can be called friendly.

4 3 2 1 0

2. Our child feels comfortable among his classmates.

4 3 2 1 0

3. Teachers show a friendly attitude towards our child.

4 3 2 1 0

4. We experience a sense of mutual understanding in contacts with the administration and teachers of our child.

4 3 2 1 0

5. The class our child is in has a good class teacher.

4 3 2 1 0

6. Teachers fairly evaluate our child’s academic achievements.

4 3 2 1 0

7. Our child is not overloaded with schoolwork and homework.

4 3 2 1 0

8. Teachers take into account the individual characteristics of our child.

4 3 2 1 0

9. The school carries out activities that are useful and interesting to our child.

4 3 2 1 0

10. The school has various clubs, clubs, and sections where our child can study.

4 3 2 1 0

11. Teachers give our child deep and lasting knowledge.

4 3 2 1 0

12. The school takes care of the physical development and health of our child.

4 3 2 1 0

13. The educational institution contributes to the formation of worthy behavior in our child.

4 3 2 1 0

14. The administration and teachers create conditions for the manifestation and development of our child’s abilities.

4 3 2 1 0

15. School truly prepares our child for independent life.

4 3 2 1 0

Processing the results

Parents' satisfaction with the work of the school (S) is defined asprivate from divisions the total score of all parents' responses to the total number of responses.

If Y is equal to or greater than 3 , this indicateshigh level of satisfaction;

If Y is equal to or greater than 2 , but not less than 3 , then we can stateaverage level;

If Y less than 2 , this is an indicatorlow level of satisfaction parents by the activities of the educational institution.

Test “Study of student satisfaction with the organization of the educational process and life activities at school”

The purpose of the technique: determine the degree of student satisfaction with lyceum life.

Class _________________ Date completed __________________

Instructions: Read the statements and rate your level of agreement with their content on the following scale:

4 – completely agree; 3 – agree;

2 – hard to say; 1 – disagree;

0 – completely disagree.

I go to school in the morning with joy. ___________________________

I'm usually in a good mood at school. _________________

We have a good class teacher in our class. _____________

You can turn to our school teachers for advice and help in difficult life situations. ______________________________

I have a favorite teacher. _____________________________

In class I can always express my opinion freely. ________

I believe that our school has created all the conditions for the development of my abilities. _________________________________________________

I have my favorite subjects. ____________________________

I believe that school truly prepares me for independent living. _____________________________________________

During the summer holidays I miss school._____________________

Data processing:

Satisfaction indicator students' school life(U) is private from divisions the total score of all student responses to the total number of responses.

If the coefficientУ >3 , then we can statehigh level satisfaction;

If Y > 2, but< 3 this indicatesaverage level satisfaction;

If U< 2 exists low student satisfaction life activity in the school community.

(Developed by Associate Professor A.A. Andreev)

I go to school with joy. I'm usually in a good mood at school. We have a good class teacher in our class. You can turn to our teachers for advice and help in difficult life situations. I have a favorite teacher. In class I can always express my opinion freely. I believe that our school has created conditions for the development of my abilities. I have my favorite school subjects. I believe that school truly prepares me for independence and responsibility.

Processing the results. Indicators of student satisfaction with school life “U” is the quotient of the total score of all students’ answers divided by the total number of answers. If “U” is more than 3, then we can state a high degree of satisfaction, but if “U” is more than 2, but less than 3, then this, accordingly, indicates an average and low degree of student satisfaction with school life.

Methodology for studying student satisfaction with school life

(developed)

1. I go to school in the morning with joy. 4-completely agree

2. I am usually in a good mood at school. 3-agree

1. I consider it important for myself to strive for the staff of my class to work better. 4-yes

2. I make suggestions for improving the work of the class. 3-more likely yes than no

3. I independently organize individual activities in the classroom. 2-hard to say

4. I participate in summing up the work of the class and in determining the immediate tasks. 1- rather no than yes

5. I believe that the class is capable of friendly independent actions. 0- no

6. In our class, responsibilities are clearly and evenly distributed among students.

7. The elected activist in our class enjoys authority among all members of the team.

8. I believe that the asset in our class copes well with their responsibilities independently.

9. I believe that the students in our class are conscientious in fulfilling their social duties.

10. I implement decisions made by the meeting or class members in a timely and accurate manner.

11. I strive to make every effort to ensure that the tasks assigned to the team are completed.

12. I am ready to answer for the results of my work and for the results of the work of my comrades.

Processing of received data

When processing the results, 12 sentences are divided into 3 groups (blocks). This systematization is due to the identification of various aspects of self-government:

1) involvement of students in self-government activities (proposals 1-4)

2) organization of the class team (5-8)

3) responsibility of members of the primary team for its affairs (9-12)

For each block, the sum of points given by all survey participants is calculated. it is then divided by the number of survey participants and the maximum number of points that the respondent can indicate in each block).

The level of self-government of a class collective or association is determined by the results of calculating the average coefficient of three blocks. If the arithmetic average of the three coefficients is less than 0.5, then the level of self-government in the class is low; from 0.5 to 0.8 - average, if more than 0.8 - high.

Methodology “Our Relationships”

To study mutual acceptance of each other and conflict, 1 group of statements is proposed

1. Our class is friendly and united.

2. Our class is friendly.

3. There are no quarrels in our class, but everyone exists on their own.

4. There are sometimes quarrels in our class, but our class cannot be called conflict-ridden.

5. Our class is not friendly, quarrels often arise.

6. Our class is very unfriendly. It is difficult to study in such a class.

To determine the state of mutual assistance, group 2 of statements is proposed

1. In our class it is customary to help without reminders.

2. In our class, help is provided only to your friends.

3. In our class, help is given only when the student himself asks for it.

4. In our class, help is given only when the teacher demands it.

5. In our class it is not customary to help each other.

6. In our class they refuse to help each other.

Methodology for studying schoolchildren’s participation in activities

Processing of received data

To determine the prevailing motives, the following blocks should be distinguished:

Collectivistic motives (clauses 3,4, 8, 10)

Personal motives (clauses 1,2, 5, 6, 12)

Prestigious motives (items 7, 9, 11)

Comparison of final grades for each block allows us to determine the prevailing motives for schoolchildren’s participation in activities.

then the number of students in the class is calculated with a predominance of collectivistic, personal, prestigious motives.

Methodology for studying the socialization of students’ personality

(developed)

1. I try to obey my teachers and parents in everything. 4 – always

2. I think that you should always be different from others in some way. 3 - almost always

3. Whatever I undertake, I achieve success. 2 – sometimes

4. I know how to forgive people. 1 – very rarely

5. I strive to do the same as all my comrades. 0 - never

6. I want to be ahead of others in any matter.

7. I become stubborn when I am sure that I am right.

8. I believe that doing good is the most important thing in life.

9. I try to act in such a way that others will praise me.

10. When communicating with friends, I defend my opinion.

11. If I have something in mind, I will definitely do it.

12. I like to help others.

13. I want everyone to be friends with me.

14. If I don't like people, I won't communicate with them.

15. I always strive to win and win.

16. I experience the troubles of others as if they were my own.

17. I try not to quarrel with my comrades.

18. I try to prove that I am right, even if others do not agree with my opinion.

19. If I take on a task, I will definitely see it through to the end.

20. I try to protect those who are offended.

The average assessment of students' social adaptability is obtained by adding up the marks for judgments 1,5,9,13,17 and dividing this sum by five

The autonomy score is calculated on the basis of similar operations with scores for 2, 6,10,14,18 judgments

Morality assessment based on grades for 4,8,12,16,20 judgments

assessment of social activity based on scores for 3,7,11,15,19 judgments

If the resulting coefficient is more than 3 points, then we can state a high degree of development of social qualities, if from 2 to 3 - average, less than 2 - low level

Methodology for self-assessment of the effectiveness of educational work of class teachers (5-point system)

I. 1. What is the degree of effectiveness of the educational tasks you solve as a class teacher?

1) consolidation of the student team;

2) organization of KTD;

3) creating a favorable psychological climate for students;

4) creating conditions for self-realization of each student;

5) correction of interpersonal relationships that contribute to the resolution of conflicts between students;

6) encouraging positive student behavior;

7) providing assistance to students in difficult, difficult situations;

8) coordination of interaction between teachers, students and parents.

2. What is the degree of effectiveness in implementing the following management functions for you as a class teacher:

1) conceptual and target;

2) planning;

3) organizational;

4) stimulation and activation of students;

5) assessment and diagnostic;

6) correctional;

7) prognostic.

3. Assessment of the effectiveness of work in various areas of education:

1) moral;

2) mental;

3) physical;

4) aesthetic;

5) sexual;

6) labor;

7) environmental;

8) patriotic;

9) legal;

10) economic.

4. Assessing the importance of a teacher’s personal characteristics for effective work:

1) professional competence;

2) general culture, intelligence;

3) creative initiative;

4) having a hobby or hobby;

5) moral qualities;

6) erudition;

7) hard work;

8) love for children;

9) sociability;

10) exactingness;

11) civic qualities (social activity, integrity, etc.)

II. Factors influencing work efficiency must be ranked from 1 to 8 (where 1 is the most important...

8-least important)

1) implementation of self-education of the class teacher;

2) completing special advanced training courses for class teachers;

3) improving the planning of the work of class teachers;

4) the use of various forms and methods of work as a class teacher;

5) increasing the level of general cultural training of the class teacher;

6) exchange of best teaching experience;

7) provision of assistance by the school administration to the class teacher;

8) material incentives for the class teacher.

I go to school in the morning with joy. 4-I completely agree I’m usually in a good mood at school. 3-agree Our class has a good class teacher. 2-it’s hard to say You can turn to our school teachers for advice and help in difficult life situations. 1-disagree I have a favorite teacher. 0 - completely disagree In class, I can always express my opinion freely. I believe that our school has created all the conditions for the development of my abilities. I have my favorite school subjects. I believe that school truly prepares me for independent living. During the summer holidays I miss school. I go to school in the morning with joy. 4-I completely agree I’m usually in a good mood at school. 3-agree Our class has a good class teacher. 2-it’s hard to say You can turn to our school teachers for advice and help in difficult life situations. 1-disagree I have a favorite teacher. 0 - completely disagree In class, I can always express my opinion freely. I believe that our school has created all the conditions for the development of my abilities. I have my favorite school subjects. I believe that school truly prepares me for independent living. During the summer holidays I miss school. I go to school in the morning with joy. 4-I completely agree I’m usually in a good mood at school. 3-agree Our class has a good class teacher. 2-it’s hard to say You can turn to our school teachers for advice and help in difficult life situations. 1-disagree I have a favorite teacher. 0 - completely disagree In class, I can always express my opinion freely. I believe that our school has created all the conditions for the development of my abilities. I have my favorite school subjects. I believe that school truly prepares me for independent living. During the summer holidays I miss school. I go to school in the morning with joy. 4-I completely agree I’m usually in a good mood at school. 3-agree Our class has a good class teacher. 2-it’s hard to say You can turn to our school teachers for advice and help in difficult life situations. 1-disagree I have a favorite teacher. 0 - completely disagree In class, I can always express my opinion freely. I believe that our school has created all the conditions for the development of my abilities. I have my favorite school subjects. I believe that school truly prepares me for independent living. During the summer holidays I miss school. The class in which our child studies can be called friendly. 4 – completely agree Our child feels comfortable among his classmates. 3 - I agree The teachers show a friendly attitude towards our child. 2 – hard to say We experience a sense of mutual understanding in contacts with the administration and teachers of our child. 1 – disagree The class our child is in has a good class teacher. 0 – completely disagree Teachers fairly assess our child’s academic achievements. Our child is not overloaded with schoolwork and homework. Teachers take into account the individual characteristics of our child. The school hosts events that are useful and interesting for our child. The school has various clubs and sections where our child can study. Teachers give our child deep and lasting knowledge. The school cares about the physical development and health of our child. The educational institution contributes to the formation of worthy behavior in our child. The administration and teachers create conditions for the manifestation and development of our child’s abilities. The school truly prepares our child for independent life. The class in which our child studies can be called friendly. 4 – completely agree Our child feels comfortable among his classmates. 3 - I agree The teachers show a friendly attitude towards our child. 2 – hard to say We experience a sense of mutual understanding in contacts with the administration and teachers of our child. 1 – disagree The class our child is in has a good class teacher. 0 – completely disagree Teachers fairly assess our child’s academic achievements. Our child is not overloaded with schoolwork and homework. Teachers take into account the individual characteristics of our child. The school hosts events that are useful and interesting for our child. The school has various clubs and sections where our child can study. Teachers give our child deep and lasting knowledge. The school cares about the physical development and health of our child. The educational institution contributes to the formation of worthy behavior in our child. The administration and teachers create conditions for the manifestation and development of our child’s abilities. The school truly prepares our child for independent life. The class in which our child studies can be called friendly. 4 – completely agree Our child feels comfortable among his classmates. 3 - I agree The teachers show a friendly attitude towards our child. 2 – hard to say We experience a sense of mutual understanding in contacts with the administration and teachers of our child. 1 – disagree The class our child is in has a good class teacher. 0 – completely disagree Teachers fairly assess our child’s academic achievements. Our child is not overloaded with schoolwork and homework. Teachers take into account the individual characteristics of our child. The school hosts events that are useful and interesting for our child. The school has various clubs and sections where our child can study. Teachers give our child deep and lasting knowledge. The school cares about the physical development and health of our child. The educational institution contributes to the formation of worthy behavior in our child. The administration and teachers create conditions for the manifestation and development of our child’s abilities. The school truly prepares our child for independent life.

Target: determine the degree of student satisfaction with school life.

Move carrying out. Students are asked to read (listen) to the statements and rate the degree of agreement with their content on the following scale:

4 - completely agree;

3 - agree;

2 - hard to say;

1 - disagree;

Oh - I completely disagree.

1. I go to school in the morning with joy.

2. I am usually in a good mood at school.

3. Our class has a good class teacher.

4. You can turn to our school teachers for advice and help in difficult life situations.

5. I have a favorite teacher.

6. In class I can always freely express my opinion.

7. I believe that our school has created all the conditions for the development of my abilities.

8. I have my favorite school subjects.

9. I believe that school really prepares me for

independent life. 10. During the summer holidays I miss school.

Processing of received data. Indicator of student satisfaction with school life (U) is the quotient of dividing the total score of the answers of all students by the total number of answers. If Y is more than 3, then we can state a high degree of satisfaction, but if Y is more than 2, but less than 3 or 2, then this respectively indicates an average and low degree of student satisfaction with school life.

COMPREHENSIVE METHODOLOGY FOR STUDYING PARENTS’ SATISFACTION WITH THE FUNCTIONS OF AN EDUCATIONAL INSTITUTION

(developed by associate professor A.A. Andreev)

Target: obtaining quantitative information about parents’ assessment of the role of the educational institution in nurturing in their children the qualities of life competence, positive behavioral and moral-psychological qualities.

Move carrying out. Parents are asked to fill out the application form:

When assessing, use the following scale:

5 - fully;

4 - to a large extent;

3 - at a sufficient level;

2 - to a small extent;

1 - practically none.

Circle the number of the answer that is closest to your personal point of view.

Processing of received data. When processing the results, the personality traits mentioned in the questionnaire should be divided into three groups:

a) block of behavioral qualities (1-5);

b) block of life competence (6-10);

c) block of moral and psychological qualities of the individual (11-15).

It is necessary to calculate the average of parents' ratings for each block, as well as the overall average for the entire set of the proposed 15 qualities. The obtained indicators must be correlated with the scale used in the survey. If the average score is below 3 points, this indicates that parents assess the role of the educational institution in the development of the listed personality traits in the child as insufficient.

Target: obtaining quantitative information about parents’ assessment of the assistance of an educational institution in nurturing their children’s ability to solve basic life problems.

Move carrying out. Parents fill out a questionnaire with the following text:

Please circle the number of the statement that is closest to your point of view about the educational institution where your child is studying (your

Processing of received data. The average parental rating for the entire set of proposed statements is calculated. Its value is compared with the rating scale used in this methodology. If the obtained indicator is less than 3 points, then the survey results indicate a low assessment by parents of the educational institution’s assistance in instilling in their children the ability to solve basic life problems.

Target: obtaining meaningful information about the degree of compliance of the life activities of the educational institution with the ideas about life and life values ​​of the parents.

Progress. Parents are asked to fill out the questionnaire (it can also be done orally, but with the obligatory recording of the content of the answers):

1. What makes you most happy in life?

2. What makes you most happy in the life of your child (your children)?

3. What qualities do you value most in people?

4. What are you most afraid of in life?

5. What is your child(ren) most afraid of in life?

6. What qualities does your child (your children) value most in other people?

7. How do you see the life prospects of your child (your children)? 8 What should a good school be like?

9. To what extent does your child(ren)'s school meet these requirements?

10. How and how do you help the school in raising your child (your children)?

Processing of received data. A qualitative analysis of the responses of a particular parent is carried out; it is possible to generalize the content of the answers to each question of various socio-demographic groups of parents.

QUESTIONNAIRE “YOUR OPINION”

(compiled by I.A. Zabuslaeva)

Target: to identify the degree of satisfaction of teachers with life activities in the educational institution.

Progress. On At the production meeting, teachers are asked to express their level of satisfaction with various aspects of life at school using a five-point rating system:

1. Satisfaction with the organization of the educational process (workload, schedule, etc.):

5 - very satisfied;

3 - difficult to answer;

2 - not satisfied;

2. Satisfaction with working conditions (availability of an office, equipment, lighting, temperature conditions, etc.):

5 - very satisfied;

4 - satisfied, but would like better conditions;

3 - difficult to answer;

2 - not satisfied;

1 - not at all happy, you can’t work like that.

3. Satisfaction with the content of work:

5 - I really like the work, I use all my abilities in it;

4 - I like the work;

3 - difficult to answer;

2 - I don’t really like the job;

1 - I don’t like the job at all, I’m looking for another one.

4. Satisfaction with the moral assessment of one’s work:

5 - I am very valued by my colleagues and administration;

4 - I am valued enough, I am quite satisfied;

3 - difficult to answer;

2 - I am not valued enough, I deserve more;

1 - I am so undervalued that I want to quit.

5. Salary satisfaction:

5 - very satisfied;

4 - quite satisfied;

3 - difficult to answer;

2 - not satisfied;

1 - I’m not happy at all, I want to quit.

Processing of received data. Identification of the average score of teachers' value judgments allows us to determine the degree of satisfaction of members of the teaching staff with the functioning of the educational institution.

METHODOLOGY FOR STUDYING PARENTS’ SATISFACTION WITH THE WORK OF AN EDUCATIONAL INSTITUTION

(developed by Associate Professor E.N. Stepanov)

Target: to identify the level of parental satisfaction with the work of the educational institution and its teaching staff.

Progress. At the parent-teacher conference, parents are asked to carefully read the statements listed below and rate their level of agreement with them. To do this, the parent needs to circle one number below each expression, which means the answer that corresponds to his point of view.

4 - completely agree;

3 - agree;

2 - hard to say;

1 - disagree;

Oh - I completely disagree.

The class in which our child studies can be called friendly.

Our child feels comfortable among his classmates.

The teachers show a friendly attitude towards our child.

We experience a sense of mutual understanding in our contacts with the administration and teachers of our child. 4 3 2 1 0

The class our child is in has a good class teacher.

Teachers fairly evaluate our child’s academic achievements.

Our child is not overloaded with schoolwork and homework.

Teachers take into account the individual characteristics of our child.

The school hosts activities that are useful and interesting to our child.

The school has various clubs, clubs, and sections where our child can study.

Teachers give our child deep and lasting knowledge.

The school cares about the physical development and health of our child.

The educational institution contributes to the formation of worthy behavior in our child.

The administration and teachers create conditions for the manifestation and development of our child’s abilities.

The school truly prepares our child for independent life.

Processing test results. Parents' satisfaction with the school's work (U) is defined as the quotient of the total score of all parent responses divided by the total number of responses.

If the coefficient is equal to 3 or more than this number, then this indicates a high level of satisfaction;

if it is equal to or greater than 2, but not less than 3, That Can

state the average level of satisfaction; if the Y coefficient is less than 2, then this is an indicator of a low level of parental satisfaction with the activities of the educational institution.

METHODOLOGY FOR STUDYING TEACHERS’ SATISFACTION WITH LIFE ACTIVITIES IN AN EDUCATIONAL INSTITUTION

(developed by Associate Professor E.N. Stepanov)

Target: determine the degree of satisfaction of teachers with life in the school community and their position in it.

Progress. Teachers are asked to read the statements included in the test and use a rating scale to indicate the degree of their agreement with them. To do this, the teacher should put one of five numbers opposite each statement, which means the answer that corresponds to his point of view.

The numbers indicate the following answers:

4 - completely agree;

3 - agree;

2 - hard to say;

1 - disagree;

Oh - I completely disagree.

1. I am satisfied with my study load, -

2. I am satisfied with the lesson schedule, -

3. Thanks to my own efforts and the actions of the administration, my working time is spent rationally, -

4. I am satisfied with the work of the department (methodological association) and my participation in it, -

5. I have a real opportunity to improve my professional skills, show creativity and abilities, -

6. I feel the need for professional and personal growth and try to realize it, -

7. My achievements and successes are noticed by the administration and teachers of the school, -

8. I like that scientific and methodological research is going on at school, -

9. I have developed non-conflict relationships with my colleagues, -

10. I feel the support of my colleagues at work, -

11. It seems to me that the administration fairly evaluates the results of my work -

12. I feel a friendly attitude towards me from the administration, -

13. I feel comfortable among students -

14. I am satisfied with the attitude of the students co to me and my subject, -

15. In most cases, I feel a sense of mutual understanding in contacts with parents of students, -

16. It seems to me that my parents share and support my pedagogical requirements, -

17. I like my office, the equipment and working conditions in it, -

18. I am satisfied with the current moral and psychological climate at school, -

19. In my opinion, the system of scientific and methodological support created at school helps to improve my professional skills -

20. I am satisfied with the size of my salary and the timeliness of its payment, -

Processing of the obtained results. An indicator of teachers’ satisfaction with life activities in an educational institution (U) is the quotient of dividing the total score of all teachers' answers by the total number of answers. It is generally accepted that if the Y coefficient is equal to or greater than 3, then a high level of satisfaction can be stated; if it is equal to or greater than 2, then this indicates an average degree of satisfaction;

if this coefficient is less than 2, then it can be assumed that there is a low degree of satisfaction of teachers with life in the school community and their position in it.

Along with identifying overall satisfaction, it is advisable to determine how satisfied teachers are with such aspects of the life of an educational institution, such as:

labor organization (statements 1-4);

the opportunity to demonstrate and realize professional and other personal qualities of a teacher (5-8);

relations with teachers and administration of the educational institution (9-12);

relationships with students and their parents (13-16);

ensuring the activities of the teacher (17-20).

The coefficient of teachers' satisfaction with the listed aspects of life activity is determined using the same computational operations, but the sum of points and the number of answers are calculated only for those statements that correspond to the aspect being studied.

Literature

Bayborodova L.V., Paladyev S.L., Stepanov E.I. Studying the effectiveness of the school educational system. Pskov, 1994.

Bayborodova L.V., Rozhkov M.I. Educational process in a modern school. Yaroslavl, 1997.

Educational system of rural schools / Ed. E.N. Stepanova. Pskov, 1997.

Educate by analyzing / Comp. S.A. Zazykina, L.M. Gromova. Smolensk, 1994.

Golubev N.K., Bitinas B.P. Introduction to the diagnosis of education. M., 1989.

Diagnostics as a factor in the development of the educational system / Ed. V.N. Maximova. St. Petersburg, 1995.

Studying the personality of a schoolchild by a teacher / Ed. Z.I. Vasilyeva. M., 1991.

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Ingenkamp K. Pedagogical diagnostics. M., 1991.

To the class teacher / Ed. M.I. Rozhkova. M., 1999.

To the class teacher about the educational system of the class / Ed. E.N. Stepanova. M., 2000.

Konarzhevsky Yu.A. Analysis of the results of the educational work of the developmental education school for the academic year. Pskov, 1996.

Kuznetsova N.V. Study to educate. M., 1984.

Mayorov A.N., Sakharchuk L.B., Sotov A.V. Elements of pedagogical monitoring of regional standards in management. St. Petersburg, 1992.

Monakhov N.I. Studying the effectiveness of parenting: theory and methodology. M., 1981.

Pedagogical diagnostics at school / Ed. A.I. Kochetova. Mn., 1987.

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Ratanova T.A., Shlyakhta N.F. Psychodiagnostic methods for studying personality. M., 1998.

Stepanov E.N. Diagnostic techniques for studying the effectiveness of an educational institution // Pskov School. 1999. No. 1.

Stepanov E.N. Psychological and pedagogical diagnostics of a children's group and the child's position in it, Pskov 1992.

Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. Studying the personality of the student and student groups. M., 1988.

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EDUCATIONAL PROCESS:

EFFECTIVENESS STUDY

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(developed by A.A. Andreev)

Target: determine the degree of student satisfaction with school life.

Progress. Students are asked to listen to the statements and rate the degree of agreement with their content on the following scale:

4 – completely agree;

3 – agree;

2 – hard to say;

1 – disagree;

0 – completely disagree.

I go to school in the morning with joy.

I'm usually in a good mood at school.

We have a good class teacher in our class.

You can turn to our school teachers for advice and help in difficult life situations.

I have a favorite teacher.

In class I can always express my opinion freely.

I believe that our school has created all the conditions for the development of my abilities.

I have my favorite school subjects.

I believe that school truly prepares me for independent living.

10. During the summer holidays I miss school.

Processing of received data. The indicator of student satisfaction with school life (S) is the quotient of the total sum of the answers of all students divided by the total number of answers. If U is greater than 3, then we can state a high degree of satisfaction, from 2 to 3 - an average degree of satisfaction; if U is less than 2, then this indicates a low degree of student satisfaction with school life.

Then the number of students in the class with high, medium and low levels of satisfaction with school life is calculated. Data is entered into a pivot table №10 according to OU. Please note that the number of students in the class indicated in the table №10 , coincided with the table data №2 .

Methodology for studying parents' satisfaction with the work of an educational institution

(developed by E.N. Stepanov)

Target: to identify the level of parental satisfaction with the work of the educational institution and its teaching staff.

Progress. Parents are asked to read the statements and rate their level of agreement with them on the following scale:

4 – completely agree;

3 – agree;

2 – hard to say;

1 – disagree;

0 – completely disagree.

The class in which our child studies can be called friendly.

Our child feels comfortable among his classmates.

The teachers show a friendly attitude towards our ruben.

We experience a sense of mutual understanding in our contacts with the administration and teachers of our child.

The class our child is in has a good class teacher.

Teachers fairly evaluate our child’s academic achievements.

Our child is not overloaded with schoolwork and homework.

Teachers take into account the individual characteristics of our child.

The school hosts activities that are useful and interesting to our child.

The school has various clubs, clubs, and sections where our child can study.

Teachers give our child deep and lasting knowledge.

The school cares about the physical development and health of our child.

The educational institution contributes to the formation of worthy behavior in our child.

The administration and teachers create conditions for the manifestation and development of our child’s abilities.

The school truly prepares our child for independent life.

Processing the results. Parents' satisfaction with the work of the school (S) is defined as the quotient of the total scores of all parent responses divided by the total number of responses.

If the Y coefficient is greater than 3, then this indicates a high level of satisfaction; from 2 to 3 – average level; less than 2 – low level of satisfaction.

Then the number of parents in the class with high, medium and low levels of satisfaction with school life is calculated. Data is entered into a pivot table №11 according to OU. Please note that the number of parents indicated in each class must match the number of students participating in the monitoring stated in table 2.