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Embedding self-evaluation in school routines

McNamara, Gerry orcid logoORCID: 0000-0002-9725-9304, Brown, Martin orcid logoORCID: 0000-0002-5436-354X, Gardezi, Sarah orcid logoORCID: 0000-0002-2234-3704, O'Hara, Joe orcid logoORCID: 0000-0003-1956-7640, O'Brien, Shivaun orcid logoORCID: 0000-0001-7189-1443 and Skerritt, Craig orcid logoORCID: 0000-0002-3695-758X (2021) Embedding self-evaluation in school routines. SAGE Open, 11 (4). ISSN 2158-2440

Abstract
School self-evaluation (SSE) has emerged as a widely used approach to school evaluation in recent decades. This has occurred in the context of what is referred to as “New Public Management,” an element of which seeks to empower public institutions to make decisions locally about improving their processes and standards. Inspection regimes in many countries have developed legislative, methodological, and support mechanisms for schools to carry out SSE. This paper, by using the evolution of the SSE process in Irish education, analyses the efficacy of SSE by exploring teachers and school principals’ perceptions of both the challenges and supports concerning the integration of SSE in their schools. Results derived from this study suggest that respondents were, overall, fully aware of the support services available to them. However, support capacity challenges also emerged, in particular as it relates to data use and target setting. Importantly, it is argued that since there are striking resemblances between SSE as it has developed in Ireland and other systems, the challenges and solutions identified in this paper will have wide application in other contexts.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:school autonomy; self-evaluation; professional development; data-informed decision making; target setting
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Policy & Practice
Research Institutes and Centres > EQI - Centre for Evaluation, Quality and Inspection
Publisher:Sage Publications
Official URL:https://doi.org/10.1177/21582440211052552
Copyright Information:© 2021 The Authors.
Funders:Erasmus+ project: Supporting Schools in the 21st Century. Digital tools and improvement plans. Project reference Number: 2018-1-ES01-KA201-049937
ID Code:29642
Deposited On:23 Feb 2024 17:52 by Melissa Lynch . Last Modified 23 Feb 2024 17:52
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