Thorpe, Vincent
(2022)
Implementing school self-evaluation:
The experience of one school in making the process meaningful.
PhD thesis, National University of Ireland Maynooth.
Abstract
This study aimed to improve the implementation of school self-evaluation in our school and
how I, as principal, in collaboration with staff, could create the optimal conditions necessary.
The study investigated school self-evaluation in practice. From this perspective it describes the
characteristics which promote good quality implementation. The research used an action
research design, putting school staff at the centre of all efforts to improve the school self-
evaluation process.
I worked through two cycles of action research, based on Elliot’s (1991) action research for
educational change model using a range of predominantly qualitative tools including surveys,
interviews, a reflective journal, field notes and interaction with a critical friend. The data was
analysed using thematic analysis techniques. The constructs of complexity theory and school
improvement theory were used as the basis for coding the data and examining the generated
themes for key findings.
From a school evaluation perspective, the work provides the reader with a deeper
understanding of school self-evaluation in practice. The study also examines the impact of
values and reflective practice on a school principal’s ability to lead the school self-evaluation
process successfully.
The study concluded that when school leaders resource school self-evaluation, in terms of
professional and personal supports, the process can be implemented successfully. The study
showed a positive change in staff members’ attitudes, commitment and capacity to implement
school self-evaluation when the school leadership itself was reflexive and positive towards the
process and provided opportunities for staff members to take ownership of the process in a
spirit of collegiality and collaboration.
| Item Type: |
Thesis
(PhD)
|
| Keywords: |
school self-evaluation; experience; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
16552 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
20 Sep 2022 14:53 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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