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

Hall, Christine; Noyes, Andrew

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), https://doi.org/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: 1470-1146
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 3
• DOI: https://doi.org/10.1080/02671520802149873
• Keywords: school self‐evaluation, teachers' work
• Public URL: https://nottingham-repository.worktribe.com/output/1014528
• Publisher URL: http://www.tandfonline.com/10.1080/02671520802149873
• 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