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Elements for a Diagnosis of the Spanish Educational System![]() ![]() ![]() |
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Due to the design of the sample, each teacher in the sample represents a significantly different number of teachers according to the region to which he belongs. To correct this fact, a weighting was calculated, so each teacher contributes to the population estimates according to the proportion of the Autonomous Region represented in the full population. The high number of variables in the survey - 325 as stated - and their characteristics - a view that encouraged participation and collaboration by the Committee - demanded a statistical treatment to allow an overview of the problems. Thus, it was considered that the most adequate treatment could be, in general terms, factor analysis. The second step was to determine the meaning of the differences in measurements between each one of the groups of teachers making up the sample. These sets by groups required the following teacher identification variables to be taken into account:
The quantitative data was obtained by collecting the information provided by teachers and "management" (principals, inspectors, university teachers, Trade Unionists ...) at group work sessions using the technique called Diagnosis Groups. The need to provide a flexible definition of the scopes of the interrogatory was seen to be an urgent requisite by the Diagnosis Groups. In the case of ESO syllabus evaluation, the inventory of questions it aimed to cover - not necessarily in each session, but as a guideline to complete the different sets of group sessions - was as follows:
A total of 37 Group Diagnosis sessions were held, 33 of which were used. The remaining four were eliminated from the start due to diverse problems of a technical nature. The participants in these Group Diagnosis sessions amounted to 252 persons, plus their respective coordinators. |
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