Abstract:

The self-evaluation process is an integral part of school management. An essential aspect of the evaluation is the area of school-family cooperation. The contribution aims to determine the self-evaluation system in the Czech Republic, focused on pre-primary education. The school and family partnerships tend to be open for the dialogue; also it is crucial and necessary for both actors to communicate on an ongoing basis about their plans and entitlements, to ensure that there are mutual trust and a willingness to participate in the planning of future projects. The involvement of parents allows them to take part in the school, also to leave room for more extensive possibilities of suggestions, comments and discussions by parents. The quantitative research aim with the Czech kindergarten headteachers (N=81) was to find out how kindergarten headteachers perform self-evaluation in the field of school and family cooperation and which methods do they consider to be the most relevant. According to the self-evaluation process, the aim was to obtain how the headteachers implement the information to support school development. Research shows that family-school collaboration leads, in particular, to gain information about the child. Communication between family and school takes place in conversation with the family, rather than in a questionnaire form. The caring of the school in the family and school area is affected by the use of available methods and tools to implement them. The use of results for headteachers with a higher education focuses on the formal level. The work with results among principals with secondary education prevailed in 3 sub-areas (presentation of results 31%, recommendations for the following period 38%, the inclusion of comments in plans 62%). The headteachers also stated in the questionnaire survey that cooperation between the family and the school, in the areas of child awareness, educational progress and problems, was among the most critical reports consulted with the child's family, but completely neglected matters relating to the school's concept, objectives and operational matters. Dealing with this issue will lead to a deeper awareness of kindergarten principals about the self-assessment process and strengthening the relationship between the family and the kindergarten.

Keywords:

School self-evaluation process, evaluation tool, cooperation between the school and the family, the kindergarten headteacher.