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Open Access De impact van de schooldoorlichting op emoties en het professioneel zelfverstaan van leerkrachten

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The impact of school inspection on the emotions and the professional self-understanding of teachers

The Flemish Inspectorate monitors and stimulates the quality of education on the basis of a system of school inspections. Research shows that these evaluations [assessments] have an important influence on the origin of emotions and can cause professional insecurity, anxiety and stress among teachers. Other studies report a change in the teachers’ professional self-understanding. This qualitative study investigates the impact of school inspections on the emotions and the professional self-understanding of secondary school teachers. Research data were collected through 16 semi-structured in-depth interviews in eight different schools. The emotional burden of the school inspection was confirmed by the teachers and various influences to the professional self-understanding of teachers has been clarified with the introduction of four typologies of reactions: ‘confident’, ‘action-oriented’, ‘shocked’ and ‘defeated’ teachers. At school level, the results show that schools with a high policymaking capacity fostered a positive perception of the audit. On the other hand, schools with low policymaking capacities struggled to moderate in the heavy emotional burden during a school inspection. These findings suggest that the three indicators of school policymaking capacities that are considered in this study (shared leadership, shared goal purpose and professional (supporting) relationships) are important to create a positive learning experience at a school inspection. The judgement of the Inspectorate has also a decisive impact on the teachers’ responses. The results show that a positive inspection judgement has a clear positive and affirmative influence on the professional self-understanding of teachers, while negative feedback puts their professional self-understanding to the test.
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Keywords: Flemish Inspectorate; emotions; professional self-understanding; school inspection; school policymaking capacities

Document Type: Research Article

Publication date: November 1, 2016

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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