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

摘要

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.