Advanced search
Publication Cover
Cambridge Journal of Education Volume 26, 1996 - Issue 3
Submit an article Journal homepage
1,061
Views
127
CrossRef citations to date
0
Altmetric
Original Articles

Feeling Deprofessionalised: the social construction of emotions during an OFSTED inspection

Bob Jeffrey Research Fellow, School of Education, The Open University
&
Peter Woods Professor of Education, School of Education, The Open University
Pages 325-343 | Published online: 06 Jul 2006

Citations (127)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (54)

Martin Fautley. (2023) The place of music in a semi-devolved system of school improvement – the English context. Arts Education Policy Review 0:0, pages 1-10.
Read now
Guoyuan Sang, Jiali Huang, Tzuyang Chao, Bixin Ye & Abdulghani Muthanna. (2023) Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure. Educational Studies 59:1, pages 30-47.
Read now
Jude Brady & Elaine Wilson. (2021) Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education 51:1, pages 45-63.
Read now
Joseph Smith. (2020) Community and contestation: a Gramscian case study of teacher resistance. Journal of Curriculum Studies 52:1, pages 27-44.
Read now
Kwok Kuen Tsang. (2019) Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies 67:2, pages 251-267.
Read now
Tim Cain. (2017) Denial, opposition, rejection or dissent: why do teachers contest research evidence?. Research Papers in Education 32:5, pages 611-625.
Read now
Kwok Kuen Tsang & Tsun Lok Kwong. (2017) Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education 38:6, pages 841-855.
Read now
Jean Pierre Elonga Mboyo. (2017) The place of emotions while inspecting schools: reflections of two Ofsted inspectors. School Leadership & Management 37:3, pages 267-287.
Read now
Julie Rayner & Daniel E. Espinoza. (2016) Emotional labour under public management reform: an exploratory study of school teachers in England. The International Journal of Human Resource Management 27:19, pages 2254-2274.
Read now
Gareth Burns. (2016) Relationships of surveillance, assurance and recognition: early career primary teachers’ engagement with discourses of accountability and performance. Irish Educational Studies 35:3, pages 269-288.
Read now
Ursula Edgington. (2016) Performativity and accountability in the UK education system: a case for humanness. Pedagogy, Culture & Society 24:2, pages 307-312.
Read now
Maarten Penninckx & Jan Vanhoof. (2015) Insights gained by schools and emotional consequences of school inspections. A review of evidence. School Leadership & Management 35:5, pages 477-501.
Read now
Finn Reygan & Dennis Francis. (2015) Emotions and pedagogies of discomfort: Teachers’ responses to sexual and gender diversity in the Free State, South Africa. Education as Change 19:1, pages 101-119.
Read now
Dion Rüsselbæk Hansen, Jakob Ditlev Bøje & Steen Beck. (2014) What are they talking about?. Education Inquiry 5:4.
Read now
Sara Bahia, Isabel Freire, Anabela Amaral & Maria Teresa Estrela. (2013) The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching 19:3, pages 275-292.
Read now
Ken Cliff. (2012) A sociocultural perspective as a curriculum change in health and physical education. Sport, Education and Society 17:3, pages 293-311.
Read now
Daniel Ian Rubin. (2011) The Disheartened Teacher: Living in the Age of Standardisation, High-stakes Assessments, and No Child Left Behind (NCLB). Changing English 18:4, pages 407-416.
Read now
Mary A. Bair, David E. Bair, Cynthia E. Mader, Sally Hipp & Ismail Hakim. (2010) Faculty Emotions: A self-study of teacher educators. Studying Teacher Education 6:1, pages 95-111.
Read now
Ruth Williams. (2009) Gaining a degree: the effect on teacher self‐efficacy and emotions. Professional Development in Education 35:4, pages 601-612.
Read now
Christine Hall & Andrew Noyes. (2009) School self‐evaluation and its impact on teachers' work in England. Research Papers in Education 24:3, pages 311-334.
Read now
RobertV. Bullough$suffix/text()$suffix/text() & Stefinee Pinnegar. (2009) The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity. Teachers and Teaching 15:2, pages 241-256.
Read now
Geoff Troman & Andrea Raggl. (2008) Primary teacher commitment and the attractions of teaching. Pedagogy, Culture & Society 16:1, pages 85-99.
Read now
Konstantina Dogani. (2008) Using reflection as a tool for training generalist teachers to teach music. Music Education Research 10:1, pages 125-139.
Read now
Jane Perryman. (2007) Inspection and emotion. Cambridge Journal of Education 37:2, pages 173-190.
Read now
Christopher Day, Alison Kington, Gordon Stobart & Pam Sammons. (2006) The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal 32:4, pages 601-616.
Read now
Katrijn Ballet, Geert Kelchtermans & John Loughran. (2006) Beyond intensification towards a schotarship of practice: analysing changes in teachers' work lives. Teachers and Teaching 12:2, pages 209-229.
Read now
JocelynL. N. Wong. (2006) Control and professional development: are teachers being deskilled or reskilled within the context of decentralization?. Educational Studies 32:1, pages 17-37.
Read now
Jane Perryman. (2006) Panoptic performativity and school inspection regimes: disciplinary mechanisms and life under special measures. Journal of Education Policy 21:2, pages 147-161.
Read now
Jane Perryman. (2005) School leadership and management after Special Measures: discipline without the gaze?. School Leadership & Management 25:3, pages 281-297.
Read now
Michalinos Zembylas. (2005) Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education 18:4, pages 465-487.
Read now
Terry Locke, Graham Vulliamy, Rosemary Webb & Mary Hill. (2005) Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy 20:5, pages 555-581.
Read now
Rosie Le Cornu & Janet Collins. (2004) Re-Emphasizing the Role of Affect in Learning and Teaching. Pastoral Care in Education 22:4, pages 27-33.
Read now
Andy Hargreaves . (2004) Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership. School Leadership & Management 24:3, pages 287-309.
Read now
Wendy Hastings . (2004) Emotions and the practicum: the cooperating teachers’ perspective. Teachers and Teaching 10:2, pages 135-148.
Read now
Helen Gunter, Dave Brodie, David Carter, Toby Close, Maggie Farrar, Sandra Haynes, Jim Henry, Kevin Hollins, Liz Nicholson, Sara Nicholson & Gill Walker. (2003) Talking Leadership. School Leadership & Management 23:3, pages 291-312.
Read now
Michalinos Zembylas. (2003) Emotions and Teacher Identity: A poststructural perspective. Teachers and Teaching 9:3, pages 213-238.
Read now
ELIZABETH McNESS, PATRICIA BROADFOOT & MARILYN OSBORN. (2003) Is the Effective Compromising the Affective?. British Educational Research Journal 29:2, pages 243-257.
Read now
Bob Jeffrey. (2002) Performativity and primary teacher relations. Journal of Education Policy 17:5, pages 531-546.
Read now
Peter Woods & Denise Carlyle. (2002) Teacher identities under stress: The emotions of separation and renewal. International Studies in Sociology of Education 12:2, pages 169-190.
Read now
Louise Morley. (2001) Subjected to review: engendering quality and power in higher education. Journal of Education Policy 16:5, pages 465-478.
Read now
John Dwyfor Davies & John Lee. (2001) Learning from Experience or Just Meeting Standards? The Future of Continuing Professional Development Provision for Special Educational Needs Co-ordinators. Journal of In-Service Education 27:2, pages 261-274.
Read now
Peter Case, Susan Case & Simon Catling. (2000) Please Show You're Working: A critical assessment of the impact of OFSTED inspection on primary teachers. British Journal of Sociology of Education 21:4, pages 605-621.
Read now
Brenda R. Beatty. (2000) The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education 3:4, pages 331-357.
Read now
E. Kay Wood & Pat Millichamp. (2000) Changing the learning Ethos in school. Journal of In-Service Education 26:3, pages 499-515.
Read now
Louise Morley & Naz Rassool. (2000) School effectiveness: new managerialism, quality and the Japanization of education. Journal of Education Policy 15:2, pages 169-183.
Read now
Gary Thomas, Wan Ching Yee & John Lee. (2000) ‘Failing’ special schools - action planning and recovery from special measures assessments. Research Papers in Education 15:1, pages 3-24.
Read now
Colette Gray & John Gardner. (1999) The Impact of School Inspections. Oxford Review of Education 25:4, pages 455-468.
Read now
Pat Broadhead, Pat Cuckle & Janet Hodgson. (1999) Promoting pupil learning within a school‐development framework. Research Papers in Education 14:3, pages 275-294.
Read now
Colin Biott & John Gulson. (1999) Head teachers taking over failing schools: tales of good stewardship and learning at work. Journal of In-Service Education 25:1, pages 109-133.
Read now
Peter Woods & Bob Jeffrey. (1998) Choosing Positions: living the contradictions of OFSTED. British Journal of Sociology of Education 19:4, pages 547-570.
Read now
Andy Hargreaves. (1998) The emotional politics of teaching and teacher development: with implications for educational leadership. International Journal of Leadership in Education 1:4, pages 315-336.
Read now
John Lee & John Fitz. (1998) Inspection for Improvement: whose responsibility?. Journal of In-Service Education 24:2, pages 239-253.
Read now
Jennifer Nias. (1997) Would schools improve if teachers cared less?. Education 3-13 25:3, pages 11-22.
Read now
Anna Craft. (1997) Defenders and born again learners: teachers' reflection on practice at MA level. Journal of In-Service Education 23:3, pages 375-386.
Read now

Articles from other publishers (73)

Ayhan Ural. (2024) Öğretmen Rollerinin Özellikleri Üzerine Bir Çözümleme. Türk Eğitim Bilimleri Dergisi 22:1, pages 687-711.
Crossref
Henrika Anttila, Lotta Tikkanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2022) The emotional landscape of curriculum making. The Curriculum Journal 34:2, pages 178-192.
Crossref
Kwok Kuen Tsang, Wanying Zhang, Yuan Teng & Huan Song. (2023) Validating the Chinese Version of the Personal Accountability Measure for Assessing Teachers’ Perceptions and Experiences of Teacher Accountability in China. Behavioral Sciences 13:2, pages 145.
Crossref
Liu Rensijing (刘任思静) & Yin Hongbiao (尹弘飚). (2022) Three Approaches to the Inquiry into Teacher Identity: A Narrative Review Enlightened by Habermas's Human Interests. ECNU Review of Education 6:1, pages 57-83.
Crossref
Maria Assunção Flores. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 622 635 .
Hüseyin ASLAN, Ayşe Hülya BAYDIN & Buket GÜLMEZ. (2022) Okullarda Yapılan Denetim Uygulamalarının Öğretmenlerde Yarattığı Stres. Scientific Educational Studies 6:2, pages 193-213.
Crossref
Huaidong Wang & Nuankun Song. (2022) Why emotions need to labor—Influencing factors and dilemmas in the emotional labor of Chinese English teachers teaching online. Frontiers in Psychology 13.
Crossref
Ling Li & Lili Lv. (2022) The Impact of Chinese EFL Teachers’ Emotion Regulation and Resilience on Their Success. Frontiers in Psychology 13.
Crossref
Penghui Hu & Shasha Du. (2022) The Managed Body and Heart: An Empirical Study on School Management and Teachers’ Emotional Labor in Chinese Counties. Beijing International Review of Education 4:1, pages 94-117.
Crossref
Xiaowei Ding, Peter I. De Costa & Guoxiu Tian. (2022) Spiral Emotion Labor and Teacher Development Sustainability: A Longitudinal Case Study of Veteran College English Lecturers in China. Sustainability 14:3, pages 1455.
Crossref
Kirsty Buchan, Paula Cannon, Chloe Howat & Lucy Paterson. (2021) Understanding primary school teacher wellbeing in Scotland through the lens of Self-Determination Theory. Educational Psychology in Scotland 21:1, pages 73-83.
Crossref
Hao Liu, Li Luo & Wenwen Tang. (2021) Kindergarten teachers’ experiences of stress under a high-stake inspection regime: An exploration in the Chinese context. International Journal of Educational Research 109, pages 101850.
Crossref
Bick-har LAMBick-har LAM. 2019. Social Support, Well-being, and Teacher Development. Social Support, Well-being, and Teacher Development 1 27 .
Amy Quintelier, Jan Vanhoof & Sven De Maeyer. (2018) Understanding the influence of teachers’ cognitive and affective responses upon school inspection feedback acceptance. Educational Assessment, Evaluation and Accountability 30:4, pages 399-431.
Crossref
Amanda HeffernanAmanda Heffernan. 2018. The Principal and School Improvement. The Principal and School Improvement 25 50 .
Achim Brosziewski, Alex Knoll & Christoph MaederAchim Brosziewski & Alex Knoll. 2018. Kinder – Schule – Staat. Kinder – Schule – Staat 9 40 .
Kwok Kuen Tsang & Lianjiang Jiang. 2018. Emotions in Second Language Teaching. Emotions in Second Language Teaching 73 89 .
Pauline Jarroux. (2017) Les visites de classe des « chefs » au Bénin : enjeux bureaucratiques, ethos professionnels et négociations de l’autorité. Cahiers de la recherche sur l'éducation et les savoirs:Hors-série n° 5, pages 129-152.
Crossref
Ursula EdgingtonUrsula Edgington. 2017. Emotional Labour and Lesson Observation. Emotional Labour and Lesson Observation 173 205 .
Ursula EdgingtonUrsula Edgington. 2017. Emotional Labour and Lesson Observation. Emotional Labour and Lesson Observation 3 16 .
Junjun Chen. (2016) Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education 55, pages 68-77.
Crossref
Elizabeth Hopkins, Helen Hendry, Frank Garrod, Siobhan McClare, Daniel Pettit, Luke Smith, Hannah Burrell & Jennifer Temple. (2016) Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools 19:1, pages 52-61.
Crossref
Melanie C. M. Ehren, Karen Jones & Jane Perryman. 2016. Methods and Modalities of Effective School Inspections. Methods and Modalities of Effective School Inspections 87 109 .
Geoff Troman & Bob Jeffrey. 2015. International Handbook of Interpretation in Educational Research. International Handbook of Interpretation in Educational Research 783 804 .
Anne Koski-Heikkinen, Kaarina Määttä & Satu Uusiautti. (2014) The birth and development of Vocational Education Teachers’ (VET) professional identity. International Journal of Research Studies in Education 3:5.
Crossref
Marilyn Osborn. (2013) England: teachers’ work under conditions of constraintEngland: Teachers’ Work under Conditions of Constraint. Interview of Marylin Osborn by Richard Wittorski. Recherche & formation:72, pages 103-118.
Crossref
Rebecca Saunders. (2012) The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change 14:3, pages 303-333.
Crossref
. 2013. An Inspector Calls. An Inspector Calls 71 81 .
Luca Tateo. (2012) What do you mean by "teacher"?psychological research on teacher professional identity. Psicologia & Sociedade 24:2, pages 344-353.
Crossref
Nathan Jones & Peter Youngs. (2012) Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers. Teachers College Record: The Voice of Scholarship in Education 114:2, pages 1-36.
Crossref
Maike Lambrecht & Matthias Rürup. 2012. Schul- und Unterrichtsreform durch ergebnisorientierte Steuerung. Schul- und Unterrichtsreform durch ergebnisorientierte Steuerung 57 77 .
Alexa Darby, Richard Mihans, Kirsten Gonzalez, Mary Lyons, Julie Goldstein & Kelly Anderson. (2011) The Influence of School Socioeconomic Status on First-Year Teachers' Emotions. Research in Education 85:1, pages 69-80.
Crossref
John Chi-Kin Lee & Hong-Biao Yin. (2010) Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change 12:1, pages 25-46.
Crossref
Lesley Scanlon. 2011. "Becoming" a Professional. "Becoming" a Professional 1 11 .
John Chi-Kin Lee & Hong-Biao Yin. 2011. New Understandings of Teacher's Work. New Understandings of Teacher's Work 85 104 .
Michèle J. Schmidt. (2010) Is there a place for emotions within leadership preparation programmes?. Journal of Educational Administration 48:5, pages 626-641.
Crossref
Christine Hall & Andrew Noyes. (2009) New regimes of truth: The impact of performative school self evaluation systems on teachers' professional identities. Teaching and Teacher Education 25:6, pages 850-856.
Crossref
Geoff Troman & Peter Woods. 2009. Teachers' Career Trajectories and Work Lives. Teachers' Career Trajectories and Work Lives 117 135 .
Robert V. Bullough. 2009. Advances in Teacher Emotion Research. Advances in Teacher Emotion Research 33 53 .
Alexa Darby. (2008) Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education 24:5, pages 1160-1172.
Crossref
Marilyn Osborn. 2008. Teaching: Professionalization, Development and Leadership. Teaching: Professionalization, Development and Leadership 67 81 .
Qing Gu & Christopher Day. (2007) Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education 23:8, pages 1302-1316.
Crossref
John Kornfeld, Karen Grady, Perry M. Marker & Martha Rapp Ruddell. (2022) Caught in the Current: A Self-Study of State-Mandated Compliance in a Teacher Education Program. Teachers College Record: The Voice of Scholarship in Education 109:8, pages 1902-1930.
Crossref
Sandra Leaton Gray. (2016) Teacher as Technician: Semi-Professionalism after the 1988 Education Reform Act and its Effect on Conceptions of Pupil Identity. Policy Futures in Education 5:2, pages 194-203.
Crossref
Michalinos Zembylas. (2006) Challenges and Possibilities in a Postmodern Culture of Emotions in Education. Interchange.
Crossref
Ivor Goodson, Shawn Moore & Andy Hargreaves. (2016) Teacher Nostalgia and the Sustainability of Reform: The Generation and Degeneration of Teachers’ Missions, Memory, and Meaning. Educational Administration Quarterly 42:1, pages 42-61.
Crossref
Maria Assunção Flores & Christopher Day. (2006) Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education 22:2, pages 219-232.
Crossref
Lynn Isenbarger & Michalinos Zembylas. (2006) The emotional labour of caring in teaching. Teaching and Teacher Education 22:1, pages 120-134.
Crossref
Michèle Schmidt & Amanda Datnow. (2005) Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education 21:8, pages 949-965.
Crossref
Michalinos Zembylas. (2005) Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education 21:8, pages 935-948.
Crossref
Margaret Bird, Sharon Ding, Ann Hanson, Ann Leontovitsch & Ron McCartney. (2005) There is nothing as practical as a good theory: an examination of the outcomes of a ‘traditional’ ma in education for educational professionals. Journal of In-service Education 31:3, pages 427-454.
Crossref
Tatiana Bachkirova. (2016) Teacher Stress and Personal Values. School Psychology International 26:3, pages 340-352.
Crossref
Andy Hargreaves. 2005. Extending Educational Change. Extending Educational Change 1 14 .
Jennifer Nias. 2005. The Practice and Theory of School Improvement. The Practice and Theory of School Improvement 223 237 .
Michalinos Zembylas. 2005. Beyond Cartesian Dualism. Beyond Cartesian Dualism 123 132 .
Michalinos Zembylas. (2004) Emotional Issues in Teaching Science: A Case Study of a Teacher?s Views. Research in Science Education 34:4, pages 343-364.
Crossref
Michalinos Zembylas. (2004) Emotion metaphors and emotional labor in science teaching. Science Education 88:3, pages 301-324.
Crossref
Brenda R. Beatty. (2016) Book Review. Educational Administration Quarterly 40:2, pages 296-312.
Crossref
Leslie Rosenthal. (2004) Do school inspections improve school quality? Ofsted inspections and school examination results in the UK. Economics of Education Review 23:2, pages 143-151.
Crossref
Michalinos Zembylas. (2004) The emotional characteristics of teaching: an ethnographic study of one teacher. Teaching and Teacher Education 20:2, pages 185-201.
Crossref
Bob Jeffrey. 2003. Investigating Educational Policy Through Ethnography. Investigating Educational Policy Through Ethnography 111 129 .
Michalinos Zembylas. (2001) Constructing genealogies of teachers' emotions in science teaching. Journal of Research in Science Teaching 39:1, pages 79-103.
Crossref
John Davies & John Lee. (2001) Learning from Experience or Just Meeting Standards? The Future of Continuing Professional Development Provision for Special Educational Needs Co-ordinators. Journal of In-service Education 27:2, pages 261-274.
Crossref
Andy Hargreaves. (2021) Au-delà des renforcements intrinsèques. Éducation et francophonie 29:1, pages 175-199.
Crossref
E. Wood & Pat Millichamp. (2000) Changing the learning ethos in school. Journal of In-service Education 26:3, pages 499-515.
Crossref
John Lee & John Dwyfor Davies. (2016) Bereavement and Loss: the Emotional Consequences of Special Measures for a Sample of Special Schools. Improving Schools 3:2, pages 44-50.
Crossref
W. Norton Grubb. (2022) Opening Classrooms and Improving Teaching: Lessons from School Inspections in England. Teachers College Record: The Voice of Scholarship in Education 102:4, pages 696-723.
Crossref
W. Norton Grubb. (2000) Opening Classrooms and Improving Teaching: Lessons from School Inspections in England. Teachers College Record: The Voice of Scholarship in Education 102:4, pages 696-723.
Crossref
Raphael Wilkins. (2016) Empowerment Is the Key to Quality. Improving Schools 2:3, pages 28-39.
Crossref
Louise Stoll & Kathryn Riley. (2016) School effectiveness and improvement - recent research. Management in Education 13:2, pages 16-22.
Crossref
ANNA CRAFT. (2011) Educator Perspectives on Creativity: An English Study. The Journal of Creative Behavior 32:4, pages 244-257.
Crossref
Andy Hargreaves. (1998) The emotional practice of teaching. Teaching and Teacher Education 14:8, pages 835-854.
Crossref
Jennifer Nias. 1998. International Handbook of Educational Change. International Handbook of Educational Change 1257 1271 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.