This research critically explores the role of school inspectors in driving improvements across diverse educational settings, focusing on the nuanced dynamics of their influence on school leaders' attitudes towards feedback. The study employs French and Raven's ‘The Bases of Social Powers’ framework to investigate the various forms of power wielded by school inspectors. The examination encompasses inspection regimes with varied approaches, ranging from high-stakes to low-stakes, each conferring different degrees of authority on school inspectors. Conducted in four jurisdictions—Dubai, Ireland, New Zealand and Pakistan—each characterised by distinct school quality assurance systems, the research aims to provide readers, including academicians, policy makers, quality assurance personnel and school leaders, with examples of current practices and models. Through interviews with school leaders and inspectors, the findings reveal that leaders' perceptions of inspectors' powers influence both their attitudes towards inspectors and their responses to feedback. The six bases of power—reward, coercive, legitimate, referent, expert and informational—as postulated in French and Raven's framework—are identified in the school leaders' responses and highlighted in the structural dynamics of the inspection systems under study, though at varying degrees. Notably, all forms of power hold value in influencing school leaders and driving changes in their practices. While the first three focus on regulating and evaluating school operations, the latter three foster change by inspiring and guiding school leaders. The findings underscore the need for a balanced integration of these power bases in school inspection systems, tailored to the unique contexts of every country. By shedding light on the interplay between power dynamics and school leaders' responsiveness to feedback, this research contributes valuable insights to inform the development and refinement of school inspection systems. The ultimate goal is to maximise the impact of inspections and enhance the efficacy of quality assurance systems in promoting positive change and improvement within diverse educational environments.