The main objective of this research is to identify the factors that condition organizational self-assessment practices in educational centers that are undergoing change processes. It also seeks to analyze the usefulness that the centers assign to the “PRODESO” instrument, which refers to a scale developed within the framework of this research to carry out self-assessment processes.
The research is based on the multiple case study methodology, integrating a total of seven educational centers, with differential profiles (geographical location, level of training they provide, enrollment number with which they work, public or private level they represent). .
The empirical evidence resulting from the research allows us to identify a certain relationship between aspects associated with self-evaluation and change, which we have called “hinge aspects.” They refer to: (i) the meaning that those involved in these processes assign to the processes of self-evaluation and change, (ii) the conditions that the center enables to generate processes of collective construction and (iii) the management that is carried out. of the information obtained from the self-assessment.
These results highlight the need to develop and strengthen capacities in educational organizations to self-manage change processes. In this sense, we identify three components that we associate with: the stages of development as “platform of change”, with certain organizational capabilities as “engine of change” and the present management models, as “rudder of change”. On the other hand, certain inconsistencies are identified in institutional practices that lead to change processes representing a “staging” rather than a succession of professional practices to achieve educational improvement.