Research On The Construction Of Evaluation Indicators System Of After-school Service Quality In Primary Schools

After-school service is an educational forum for implementing the Party’s education policy and the fundamental task of educating people with moral values,and with the promulgation of the “double reduction” policy,after-school service has also become an important measure to implement this policy,facing the new requirement of "quality improvement and upgrading".Based on the development orientation of higher level education modernization,District J of Shanghai has pioneered the“three-stage” after-school service pattern for many years,forming a joint of family,school and society to educate people.The research on after-school service is mostly theoretical,followed by empirical analysis on a certain function or role of after-school service,but there is a lack of research on the evaluation of the quality of after-school service.This research attempts to construct an indicators system that can evaluate the quality of after-school services in primary schools and diagnose the problems in the service,in order to provide a reference basis for schools to improve the quality of after-school services.According to the purpose of the research and the problems to be solved,the thesis consists of two parts.The first part is the construction of evaluation indicators for the quality of after-school services in primary schools.Firstly,based on the clarification of the concept and content of the quality of after-school services,and based on Kirkpatrick Model,after-school service policy documents and related research results,the preliminary indicators for evaluating the quality of after-school services in primary schools are determined through the screening and revision of the indicators related to the quality of after-school services indicators.Secondly,the Delphi Method and Analytic Hierarchy Process were used to develop an indicator framework for evaluating the quality of after-school services in primary schools,and the weights were set for each level system.The second part was to compile the established indicator system into an empirical questionnaire.Questionnaires were conducted in 12 sample schools to determine the feasibility of the established indicator system and to understand the current situation of the quality of after-school services in primary schools in District J.The basic conclusions of this research are as follows:(1)The evaluation indicators system of the quality of after-school service in primary schools has three primary indicators,twelve secondary indicators and thirty tertiary indicators,and the next level indicators are the refinement and description of the content of the previous level indicators.(2)After-school service in primary schools in District J developed best in terms of student development,followed by school management,while the level of teacher input was relatively low.(3)In terms of teacher commitment,Learning was the highest,and Reaction was the lowest.Teachers have improved their teaching knowledge and teaching ability in the process of providing after-school service,they had a deeper understanding of the value of after-school services,but there were significant differences in their satisfaction with the management arrangement,implementation effect and willingness to engage in after-school service.The total level of teacher commitment and each secondary dimension differed significantly by school and by subject.There were no significant differences in the total level of teacher commitment and the Learning,Behavior,and Result among teachers in different positions,but there were significant differences in the Reaction;in terms of different grades,different years of teaching experience and different educational backgrounds,there were no significant differences in the total level of teacher commitment and the secondary dimensions in all aspects.(4)In terms of student development,Reaction was the highest,and Behavior was the lowest.Most students(or parents)believe that participating in after-school service can meet the requirements of students’ comprehensive development to a certain extent,but the ability to practice and apply knowledge and skills in participating in after-school service needs to be strengthened.Students from different schools and parents with different wishes to participate in after-school service had significant differences in their total level and secondary dimensions;there are no significant differences in total level and Learning,behavior and Reaction by students in different grades,but there were significant differences in Reaction.In terms of gender,different family work situations and different education levels of parents,there were no significant differences in the total level of students’ development and each secondary dimensions in all aspects.(5)In terms of school leadership,Reaction and Behavior were the highest,and Learning was the lowest.Schools had higher overall perceptions and evaluations of after-school service,and the integration and utilization of resources in the process of implementation is also relatively effective,the management capacity in after-school service management system,activity venues and facilities,funds and other aspects needs to be improved.There were significant differences in the total level of school leadership and each secondary dimensions in different organizational categories.In terms of different school sizes,different school categories,different school section categories,and different positions of school managers,there were no significant differences in the total level of school leadership and each secondary dimensions in all aspects.On this basis,this research puts forward targeted suggestions for improving the quality of after-school service from the perspectives of teachers,students’ parents and schools,that is,teachers should strengthen communication and learning,reduce the burden of teachers and guarantee teachers’ subsidies for after-school services;parents should have a correct understanding of after-school services and take the initiative to take responsibility for family education;schools should base on service demand,clarify the educational objectives of after-school services,and develop management plans and monitoring and governance systems for after-school services.