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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 29, 2018 - Issue 4
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Articles

School self-evaluation: self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results

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Pages 660-678 | Received 20 Feb 2017, Accepted 19 Jul 2018, Published online: 20 Aug 2018

Figures & data

Table 1. Instrument’s scales, reliabilities, and sample items.

Table 2. Average and range of fit indices of 20 path models using parcelling for social desirability scales.

Table 3. Range, mean, and standard deviation for scales on socially desirable responding, motivation, distributed leadership, and differentiation.

Figure 1. Relationships between impression management, self-deception, autonomous motivation, controlled motivation, a-motivation, and school self-evaluation scores based on the path analysis.

Figure 1. Relationships between impression management, self-deception, autonomous motivation, controlled motivation, a-motivation, and school self-evaluation scores based on the path analysis.

Table 4. Standardized parameters and p values for indirect effects and total effects of impression management and self-deception on SSE variables.