EXPLORING THE IMPACT OF CAREER SELF-EVALUATION ON EDUCATION QUALITY: AN ANALYTICAL STUDY
Abstract
This analytical study examines the impact of career self-evaluation on education quality. Career self-evaluation, defined as the process by which individuals assess their own career progress, skills, and aspirations, is posited to have significant implications for educational outcomes. The study explores how this self-assessment influences educational quality through improved alignment of educational goals, increased motivation, and enhanced engagement in learning activities. Utilizing a mixed-methods approach, data were collected from students, educators, and educational administrators through surveys, interviews, and academic performance records. The findings reveal a positive correlation between regular career self-evaluation and higher educational quality, characterized by better academic performance, greater student satisfaction, and more effective teaching methodologies. These results underscore the importance of integrating career self-evaluation practices into educational frameworks to foster a more responsive and adaptive learning environment.
Keywords
Career Self-Evaluation, Education Quality, Student MotivationHow to Cite
References
Lamarra, N. F. (2003). Higher education, quality evaluation and accreditation in Latin America and MERCOSUR. European Journal of Education, 38(3), 253-269.
Crosier, D., Purser, L., & Smidt, H. (2007). Trends V: Universities shaping the European higher education area. Brussels: European University Association.
Naval, C., Herrera-Mesa, L., & Clemente, R. (2007). Ten Years of the Evaluation and Promotion of Quality in Teaching at the University of Navarra.
Rubio, M. Á. T. (2016). Derecho a una Educación Universitaria de Calidad. Educare et Comunicare, 5(1). View in (Google Scholar)
Espinoza, Ó., & Eduardo González, L. (2013). Accreditation in higher education in Chile: results and consequences. Quality Assurance in Education, 21(1), 20-38.
Moreno, J. B. A. Modelo Instruccional e Implementación de un Repositorio Institucional apoyado en las Tecnologías de la Información y Comunicación TIC. Reflexiones sobre la Educacion en Iberoamerica., 189.
Smith, W. R., Betancourt, J. R., Wynia, M. K., Bussey-Jones, J., Stone, V. E., Phillips, C. O., ... & Bowles, J. (2007). Recommendations for teaching about racial and ethnic disparities in health and health care. Annals of Internal Medicine, 147(9), 654-665.
Arnaiz, P., Escarbajal, A., Guirao, J. M., & Martínez, R. (2016). Building inclusive processes for school improvement: A case study. Journal of Research in Special Educational Needs, 16(S1), 290-294.
Campo, R., Wattiez, A., Tanos, V., Sardo, A. D. S., Grimbizis, G., Wallwiener, D., ... & Deprest, J. (2016). Gynaecological endoscopic surgical education and assessment. A diploma programme in gynaecological endoscopic surgery. European Journal of Obstetrics and Gynecology and Reproductive Biology, 199, 183-186.
License
Copyright (c) 2024 Alejandro Morales
This work is licensed under a Creative Commons Attribution 4.0 International License.