Review Of Learning Effects And Emotional Consequences Of School Inspections

Author(s):

Maarten Penninckx(presenting / submitting)Jan Vanhoof

Conference:

ECER 2013

Network:

11. Educational Improvement and Quality Assurance

Format:

Paper

Session Information

11 SES 05 A, School Inspection for the Quality of Education

Paper Session

Time:

2013-09-11

11:00-12:30

Room:

D-312

Chair:

Salvador Peiró-i-Gregòri

Contribution

Objectives

This study aims to collect research evidence regarding two questions: (1) do school inspections succeed in giving schools new insights into the quality of their own functioning, and (2) what are the emotional consequences of inspection experienced by school staff?

Theoretical framework

In most countries in which school inspections take place, it is commonly expected that these inspections are not merely executed in order to control schools; it is demanded that the inspection also serves as a lever for school development. An analysis of the literature on whether school inspections effectively lead to the development of schools shows a largely inconsistent picture. While some studies are positive on the effects of inspections, other studies have qualified the positive effects and even noted negative effects on schools.

While evidence on the effects of school inspections in terms of school development or pupil test scores has been collected by several authors (Chapman, 2001; Chapman & Earley, 2010; de Wolf & Janssens, 2007; Dedering & Müller, 2011; Ehren & Visscher, 2006; Learmonth, 2000), this literature review has focused on the question whether inspections manage to guide schools to new insights into the quality of its proceedings in terms of processes or outputs (research question 1).. Whether inspections manage to succesfully complete this latter objective indeed impacts the schools’ reaction towards the inspection and the subsequent school improvement (Ehren, 2010; McCrone et al., 2006; McCrone et al., 2007; Ouston & Davies, 1998). But one of the main criticisms of school inspections is that it can be extremely stressful for teachers and principals (Chapman, 2001a; Scanlon, 1999) and that it generates several negative emotional side effects. Not only are these side effects undesirable, these emotions may also have an impact on the inspection itself and jeopardise the validity and the reliability of the inspection results (Brimblecombe&Ormston, 1995; de Wolf & Janssens, 2007). Therefore the question is raised whether the ends justify the means (Scanlon, 1999), leading to questions concerning the emotional consequences as a result of inspection (research question 2).

Educational importance for theory and policy

This literature review is of importance to the theoretical knowledge base concerning the effects of inspection as it brings together indications observed over a long period in different educational contexts. Furthermore it provides important food for thought for policy-makers who are engaged in reflection on the difficult relationship between internal and external evaluation of schools.

Method

In order to collect research evidence on the issues mentioned above a systematic literature review was conducted. This study reviews peer-reviewed empirical research studies published as full length articles written in scientific journals, proceedings of international conferences, symposia and workshops, as well as books or book chapters from 1995 until now. Both quantitative and qualitative data were considered. After clearly conceptualizing ‘school inspections’, ‘learning effects’ and ‘emotional consequences’; six criteria were defined to decide whether publications should be considered as relevant for our purpose. The criteria included (amongst others) that publications described or explained the effects in a school as a result of inspections and that publications should concern an empirical study. Studies published since 1995 were taken into account.

Expected Outcomes

The review process identified 33 relevant studies that met the criteria for inclusion. Although the vast majority of the studies (26) is conducted in the UK, also relevant studies from other countries were included. Both qualitative and quantitative techniques have been used to measure the described effects of school inspections. The review suggests that mostly schools were already well aware of the strengths and weaknesses identified by the inspection even before the process of inspection. Furthermore, much evidence was collected of stress, anxiety and apprehension amongst school staff. Indications for ‘loss of professional identity’ and ‘post-inspection blues’ were observed by several researchers. It seems that the experienced emotional side effects negatively outweigh the gains for schools in terms of new insights. Having reviewed these studies, the question remains what may explain the schools’ high satisfaction levels about the inspection. Three possible explanations were deduced from the reviewed studies. The discussion of this paper gives a way forward, both for educational policymakers in countries where inspections are organised as a way to ensure school accountability as well as for researchers with interest in this issue.

References

Brimblecombe, N., & Ormston, M. (1995). Teachers’ perceptions of school inspection: A stressful experience. Cambridge Journal of Education, 25, 53-61. Chapman, C. (2001a). Changing classrooms through inspections. School Leadership and Management, 21, 59–73. Chapman, C. (2001b). Unlocking the potential: inspection as a mechanism for school improvement. Improving Schools, November(4), 41-50. Chapman, C., & Earley, P. (2010). School inspection/external school evaluation. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (Third Edition). Oxford: Elsevier. de Wolf, I. F., & Janssens, F. J. G. (2007). Effects and side effects of inspections and accountability in education: An overview of empirical studies. Oxford Review of Education, 33, 379–396. Dedering, K., & Müller, S. (2011). School improvement through inspections? First empirical insights from Germany. Journal of Educational Change, 12, 301-322. Ehren, M. C. M., & Visscher, A. J. (2006). Towards a theory on the impact of school inspections. British Journal of Educational Studies, 54(1). Learmonth, J. (2000). Inspection. What's in it for schools? London/New York: Routledge Falmer. Macbeath, J. (2008). Leading learning in the self-evaluating school. School Leadership and Management, 28(4), 385-399. McCrone, T., Rudd, P., Blenkinsop, S., & Wade, P. (2006). Impact of Section 5 Inspections: Maintained Schools in England. Slough: National Foundation for Educational Research. McCrone, T., Rudd, P., Blenkinsop, S., Wade, P., Rudd, S., & Yeshanew, T. (2007). Evaluation of the Impact of Section 5 Inspections. Slough: National Foundation for Educational Research. Ouston, J., & Davies, J. (1998). OFSTED and afterwards? Schools' responses to inspection. In P. Earley (Ed.), School improvement after inspection? School and LEA responses (pp. 13-24). London: Paul Chapman Publishing. Scanlon, M. (1999). The impact of Ofsted inspections. Slough, UK: National Foundation for Educational Research.

Author Information

Maarten Penninckx (presenting / submitting)

University of Antwerp, Belgium

Jan Vanhoof