Explaining effects and side effects of school inspections: a path analysis

ABSTRACT

There are large differences between schools with regard to how they are affected by a school inspection. This study provides quantitative evidence about the extent to which perceived effects and side effects of an inspection are related to the inspection’s judgement on the school, to features of the inspection, and to school features. This study draws on quantitative data collected from 2,202 teachers in Flemish primary and secondary schools that had recently been inspected. Using path analysis, it investigates the existence and strength of relationships between the perceived effects and side effects of inspection, on the one hand, and the perceived inspection quality, the perceived school’s policy-making capacities, and the inspection judgement, on the other hand. The analysis reveals that most effects and several side effects are predominantly explained by the perceived inspection quality. Emotional side effects during inspection are best predicted by the school’s policy-making capacities.

KEYWORDS:

• School inspection
• effects
• side effects
• path analysis
• quantitative study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Maarten Penninckx

Maarten Penninckx is a PhD student at the University of Antwerp and a researcher at the Edubron Research Unit (www.edubron.be). His current work focuses on the effects and side effects of mechanisms for school improvement and school accountability.

Jan Vanhoof

Jan Vanhoof is as associated professor on the staff of the Institute of Education and Information Science of the University of Antwerp. He is a member of the Edubron Research Unit. His current research activities focus on school policy and quality care in general and on school self-evaluation and data-driven school policy in particular.

Sven De Maeyer

Sven De Maeyer is assistant professor at the Institute for Education and Information Science. He is a member of the Edubron Research Unit. His research focuses on educational measurement and methodological issues in educational sciences.

Peter Van Petegem

Peter Van Petegem is full professor at the Institute of Education and Information Science of the University of Antwerp. He leads the research unit Edubron and the Center of Expertise in Higher Education.