Responses to positive and negative feedback on organizational aspects of school quality. Teachers’ and leaders’ views on a Swiss traffic light approach to school inspection
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Author (Corporation)
Publication date
2020
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Type
01A - Journal article
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Parent work
School Effectiveness and School Improvement
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DOI of the original publication
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Volume
32
Issue / Number
3
Pages / Duration
345-362
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Publisher / Publishing institution
Routledge
Place of publication / Event location
London
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Abstract
In social contexts, feedback by observers, participants, or recipients provides information on performance and products, thereby creating an opportunity to learn and improve. In education governance, many countries rely on school inspection by professional observers to convey feedback on organizational and pedagogical processes and outcomes. This article examines the reactions of teachers and leaders to a Swiss inspection approach that uses a traffic light system to evaluate process features of school quality. Using SPSS and Mplus, the multilevel analysis distinguishes between individual and collective effects. On the individual level, school leaders respond to the traffic light inspections in general slightly more positively than teachers. On the collective level, feedback that flags organizational disturbances or failures of local schools does not evoke a sweeping rejection. Overall, the results indicate a rather high acceptance of the traffic light approach.
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ISBN
ISSN
0924-3453
1744-5124
1744-5124
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Closed
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Citation
Quesel, C., Schweinberger, K., & Möser, G. (2020). Responses to positive and negative feedback on organizational aspects of school quality. Teachers’ and leaders’ views on a Swiss traffic light approach to school inspection. School Effectiveness and School Improvement, 32(3), 345–362. https://doi.org/10.1080/09243453.2020.1856886