ERG SES C 06, Interactive Poster Session
Inspectorates monitor and stimulate the quality of education on the basis of a system of school audits. These audits usually lead to professional insecurity, anxiety and stress among teachers (de Wolf & Janssens, 2007; Gray & Gardner, 1999; Penninckx & Vanhoof, 2015). When teachers’ conceptualizations of well-nourished ideas and practices are being questioned, teachers were found to lose their self-confidence and were being pushed to ignore their own professional ideas (Jeffrey and Woods, 1996; Perryman, 2009). In suchlike circumstances, teachers experienced strong negative emotions and feelings of stress, anxiety, anger, despair, depression, humiliation, grief and guilt (Jeffrey & Woods, 1996; Kelchtermans & Deketelaere, 2016). Other research has shown that an inspection visit affects the professional self-understanding of teachers (Kelchtermans, 2009). The concept of professional self-understanding refers to the whole of beliefs of teachers about themselves and can be divided into five components: self-image, self-esteem, job motivation, task perception and future perspective (Kelchtermans, 2005, 2009). Whereas positive emotions usually lead to satisfaction and a bright future perspective, negative emotions cause ambiguity and tension in the professional self-understanding of teachers. Ouston, Fidler, and Earley (1997) described a devastating effect on teachers’ professional self-esteem in schools that were judged to be failing. Also, the (emotional) impact on the professional self-understanding is mediated by the professional context and structural working conditions such as the schools’ policymaking capacities (Kelchtermans, 2005).
According to Ehren & Visscher (2008) school characteristics, such as policymaking capacities, are hypothesized to have a strong influence on teachers’ reactions on the inspection. This indicates that exactly the interplay of individual aspects of emotions and professional self-understanding on the one hand and school characteristics on the other hand may help to understand the impact of inspections. Although researchers (Nias, 1996; Schmidt & Datnow, 2005) have long been aware of the relationship between emotions and professional self-understanding, we embarked on this topic with the aim of bringing clarity to the field of teacher emotions and professional self-understanding in the context of school inspections:
a) Which emotions do teachers experience during the inspection visit?
b) What is the relationship between the experienced emotions and the impact of the inspection visit on the teachers’ professional self-understanding?
c) How is the impact of the inspection visit on the teachers’ emotions and professional self-understanding mediated by the school’s policymaking capacities and the inspection’s judgement?
De Wolf, I.F., & Janssens, F.J.G. (2007). Effects and side effects of inspections and accountability in education: on overview of empirical studies. Oxford Review of Education, 33, 379- 396. Ehren, M.C.M. & Visscher, A.J. (2008). Improvement relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205-227. Gray, J., & Gardner, J. (1999). The impact of school inspections. Oxford Review of Education, 25, 455-468. Jeffrey, B., & Woods, P. (1996). Feeling deprofessionalised: The social construction of emotions during an Ofsted inspection. Cambridge Journal of education, 26, 325 - 343. Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerability commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995-1006. Kelchtermans, G. (2009).Who I am in what I teach is the message. Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257-272. Kelchtermans, G., Deketelaere, A. (2016). The emotional dimension in becoming a teacher. In: Loughran J., Hamilton M. (Eds.), International Handbook of Teacher Education. Volume 2, Chapt. 27. Dordrecht: Springer, 429-461. Nias, J. (1996). Thinking about Feeling: the emotions in teaching. Cambridge Journal of Education, 26(3), 293-306. doi: 10.1080/0305764960260301 Ouston, J., Fidler, B., & Earley, P. (1997) What do schools do after OFSTED school inspections – or before? School Leadership and Management, 17(1), 95–104. Penninckx, M., & Vanhoof, J. (2015). Insights gained by schools and emotional consequences of school inspections. A review of evidence. School Leadership & Management, 35(5), 477-501. Perryman, J. (2009). Inspection and the fabrication of professional and performative processes. Journal of Educational Policy, 24, 611- 631. Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949-965.
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