How Context Shapes Enactment: The Case of School Self-Evaluation in Irish Primary Schools Despite a growing body of research examining School Self-Evaluation (SSE) both internationally and within the Irish post-primary context, there is a notable gap in knowledge concerning practical application of the policy in Irish primary schools. This PhD thesis addresses this gap by investigating the enactment of SSE policy in this important sector of the Irish education system. In achieving this, this study has two primary aims: first, it seeks to understand how SSE policy has been enacted, and second, it seeks to explore how context shapes the enactment of the policy in Irish primary schools. The study utilises a multi-site case study design with nine sites forming the researched case. Qualitative data is gathered at each site to provide rich and detailed accounts of SSE in practice, the significant contextual influences, and their influence on enactment. In line with the multi-site case study tradition, a comprehensive analysis is undertaken in two stages. Firstly, a deductive within-site analysis provides findings from each site before an inductive cross-site analysis identifies themes applicable to the case. Within-site findings demonstrate how SSE policy has been enacted before outlining how context has shaped enactment in each site. Cross-site findings identify six themes of significance. Primarily, in relation to how SSE policy has been enacted, these themes demonstrate the dynamics of enactment over time; ambitions and achievements in enactment; adoption, adaption, and avoidance in enactment; and agency and participation in enactment, all with respect to SSE policy specifically. In relation to the shaping influence of context, the final two themes outline how the external, material, and situated context shapes enactment before the shaping role of professional culture on the enactment of SSE policy is presented. Overall, the study highlights the need for the development of capacity among Irish primary schools in responding to context as they enact SSE policy. Furthermore, the specific areas requiring professional development in the process are highlighted and implications for policy and practice are provided. Finally, several supports aimed at enabling schools to succeed in SSE are communicated.