摘要：The aim of the research was to explore the justification for the evaluation level in the process of self-evaluation of an educational institution in regard to the key stakeholders as evaluators. The data were collected using the Self-evaluation of ECEC Institution Project . The research refers to data collected in three organizational units of the same ECEC institution. The evaluation level is either a separate organizational unit or an ECEC institution as a whole . Participants in the research (N=189) were the following key stakeholders: 3 principals, 37 preschool teachers, 12 preschool specialists , 44 administrative/technical staff members and 93 parents. The quality of ECEC institution was evaluated through self-evaluation questionnaires developed during the aforementioned project. Data analysis confirmed that participants were very well informed about the quality area they were evaluating (95.28%). The Kruskal-Wallis test was used to explore the differences in evaluation scores regarding the evaluation level (separate organizational unit or ECEC institution as a whole) and regarding key stakeholders. Data analysis did not show significant differences in evaluation scores regarding separate organizational units in cases where the evaluators were principals (χ²=2.000; p=0.368), preschool teachers (χ²=1.480; p=0.477), preschool specialists (χ²=1.500; p=0.472), members of administrative/technical staff (χ²=1.489; p=0.475) or parents (χ²=1.274; p=0.529). It has been confirmed that separate organizational units are justified as an evaluation level only when exploring how well the key stakeholders are informed about the quality areas they are evaluating. In the process of self-evaluation of an educational institution the justified evaluation level is ECEC institution as a whole.
