To take care of teacher professionalism: a formative and reflective use of quantitative assessment tools for practice and work context.

Abstract

The paper starts with recognizing school self- evaluation and a construct of teacher professionalism. It aims to show two useful working tools for assessing professional practice and measuring perceptions of the work context. We present an in-depth study of more extensive research on teacher professionalism. The purpose is to investigate how perceptions of the work context, investigated through a re- purposing for schools of the Management Standard Indicator Tool (HSE, 2004), influence teacher professionalism, investigated through the QuIn questionnaire (Lucisano & Botta, 2023). The reporting provided to the participating schools, helpful in defining their autonomy and particularity of context, actions, and intervention strategies, will then be shown. In addition, we show the results for compiling the RAV in the sections Strategic Orientation and School Organization and Human Resources Development and Enhancement will.