Trust and accountability pressure as antagonistic forces in processes of school development?
Sprache des Vortragstitels:
Englisch
Original Tagungtitel:
The Governance of School Development in Relation to Accountability and Evaluation Systems
Sprache des Tagungstitel:
Englisch
Original Kurzfassung:
In the wake of the ?PISA-shock? Austria followed an international trend and introduced new instruments of governance. ?New school inspections? fit well to the preferred image of evidence-based governance. Different school inspection approaches however work on varying assumptions about how to stimulate school development (see e.g. Ehren et al., 2013). Accountability pressure is conceptualised as an important stimulus of school development by a range of governance policies and by theories of school improvement (e.g. Reezigt & Creemers, 2005). In education, trust was always seen as a vital element in a well-functioning school and as the basis for constructive communication and collaboration (e.g. Bryk & Schneider, 2002). The proposed paper focuses on the roles of trust and pressure as possible drivers of quality development in the context of school inspections. The following research question will be explored:
Do pressure and trust have a differential impact on school development activities in the wake of school inspection?
To discuss this question data from Austrian primary and secondary school principals in the province of Styria is used. The questionnaire asks about school leaders? experiences and judgements with respect to the mechanisms and processes of school inspection. Additional items referring to pressure and trust were administered. About 300 school leaders participated in survey. Data analysis includes bivariate and multivariate analyses.
Sprache der Kurzfassung:
Englisch
Englischer Vortragstitel:
Trust and accountability pressure as antagonistic forces in processes of school development?