Evans, Gareth (2023) Understanding the impact of school inspection: An analysis of how school leaders in Wales interpret and respond to inspection outcomes. Doctoral thesis, University of Wales Trinity Saint David.
|
Text
2807 Evans, Gareth (2023) EDD Understanding the Impact of School Inspection.pdf - Accepted Version Available under License CC-BY-NC-ND Creative Commons Attribution Non-commercial No Derivatives. Download (9MB) | Preview |
Abstract
This research explores school leaders’ interpretation of and response to inspection outcomes in order to better inform policy developments. In the United Kingdom (UK), research related to school inspection has tended to focus on England’s inspectorate, Ofsted, and its influence on teachers and leaders there. This study is unique in that it considers for the first time the Welsh education and training inspectorate, Estyn, and its perception amongst school leaders in Wales. Semi-structured interviews with four school leaders with experience of inspection were conducted. The sample reflected variation in inspection outcomes and diversity in school size, type and geographic location. Inspired by Foucault’s conceptions of discourse and power (Foucault, 1972; 1977), a Foucauldian Discourse Analysis (FDA) was undertaken and provided a framework for the exploration of perceptions of inspection and how they affect school leaders’ actions. Findings from the study suggest that the conduct of inspectors was more of a concern to participants than the judgements they awarded. While school leaders accepted inspection was a necessary process linked to the need to build and maintain public confidence, they were in broad agreement that the inspectors themselves did not communicate appropriately with school staff, were too authoritarian, and were at times disrespectful. This contributed to an ‘us versus them’ mentality and instilled in school leaders feelings of rejection, failure, anxiety and fear. The most compelling finding, that reaffirms claims made in earlier studies (Ball, 2003; Perryman, 2009; Courtney, 2016; Page, 2017), relates to the way in which school leaders slavishly follow inspection criteria to such an extent that their behaviour and practice is driven almost entirely by the inspection process. New evidence obtained through this study suggests that both the inspector and the inspected engage in acts of fabrication that calls into question the efficacy of inspection as a robust accountability mechanism.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | accountability, inspection, education policy, school leadership, education reform, school improvement |
| Subjects: | L Education > L Education (General) L Education > LA History of education L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Theses and Dissertations > Doctoral Theses |
| Depositing User: | Gareth Evans |
| Date Deposited: | 04 Jan 2024 15:20 |
| Last Modified: | 29 Jan 2024 10:01 |
| URI: | https://repository.uwtsd.ac.uk/id/eprint/2807 |
Administrator Actions (login required)
 |
Edit Item - Repository Staff Only |