Quality is not a universal category, although it has significantly wider recognition. It is analyzed in the context of the environment, community culture and social order. There is no single definition of quality. In the context of educational institutions, quality isreflected in the balance. The quality of an institution makes up the environment, the atmosphere, the leadership, the relationships, the communication, the values, the belief. Educational procedures of educators are one of the indicators of quality pedagogical practices. In addition to the actions of the educator, the indicators are qualityrituals, customs, values, attitudes, time structure and norms. Given that educators are considered one of the main factors in the quality of RPOO, it is important to explore the iracceptance of the quality of the educational process. This paper presents data collected by the research entitled "Models of responding to the educational needs of children at risk of social exclusion in the institutions of the RPOO" (MORENEC), funded by the Croatian Science Foundation. The aim of this research was to examine the opinion of educators on the quality of the educational process and to determine whether there are differences in assessments with regard to gender and educational employment status. 146 educators from the Split-Dalmatia County participated in the research (N = 146). The measuring instrument contains 8 independent variables and 40 particles of assessment of quality pedagogical practice. The quality of the educational process is considered through the dimensions of interaction between children and educators and children with each other, educational strategies, educational values recognizable in the educational process (representation of diversity and democratic values), dimensions of monitoring, evaluating and planning activities and learning environment, dimensional communication and cooperation with parents and families of children involved in RPOO and dimensions of professional development of educators. Estimation wa spossible on a 5-point Likert-typescale. The results showed that the level of formal education and the frequency of professional development of educators are significant factors, ie predictors of assessing the importanceof certain dimensions of the educational process. Using the Bonferroni post hoc test, it was found that trainees statistically consider the professional development of educators important, unlike other respondents who are not mentors and counselors. With this empirical research, we gained insight into some interesting links between the quality of educational processes in relation to different variable sample structures: work experience, education, and education