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School self-evaluation and its impact on teachers’ work in England

Hall, Christine; Noyes, Andrew

Authors

Christine Hall



Abstract

This study, based on in-depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers’ perceptions and understandings of school self evaluation at a point when national accountability procedures have required that all schools complete and constantly update a web-based self evaluation schedule, which is then used as the basis for high stakes external inspection. School systems and cultures of self evaluation were found to be diverse, complex and school-specific. Three broad cultural categories are proposed as a heuristic to illuminate: issues of compliance and resistance, teacher motivation and behaviours, understandings of professionalism and leadership, school ethos, job satisfaction, and the use and interpretation of school level data in relation to school self evaluation.

Citation

Hall, C., & Noyes, A. (2009). School self-evaluation and its impact on teachers’ work in England. Research Papers in Education, 24(3), doi:10.1080/02671520802149873

Journal Article Type Article
Publication Date Jan 1, 2009
Deposit Date Dec 8, 2014
Publicly Available Date Dec 8, 2014
Journal Research Papers in Education
Print ISSN 0267-1522
Electronic ISSN 0267-1522
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 24
Issue 3
DOI https://doi.org/10.1080/02671520802149873
Keywords school self‐evaluation, teachers' work
Public URL http://eprints.nottingham.ac.uk/id/eprint/27790
Publisher URL http://www.tandfonline.com/10.1080/02671520802149873
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research Papers in Education on 23/07/2009, available online: http://www.tandfonline.com/10.1080/02671520802149873

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Hall and Noyes 2009 RPE post-print.pdf (264 Kb)
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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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