2,467
Views
2
CrossRef citations to date
0
Altmetric
Research Article

School self-evaluation and empowering leadership in DEIS schools: an exploration of success

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Received 02 Jun 2022, Accepted 29 Sep 2022, Published online: 07 Nov 2022

References

  • Berg, J. M., J. E. Dutton, and A. Wrzesniewski. 2013. “Job Crafting and Meaningful Work.” In Purpose and Meaning in the Workplace, edited by B. J. Dik, Z. S. Byrne, and M. F. Steger, 81–104. Washington: American Psychological Association Books.
  • Brady, A. M. 2019. “Anxiety of Performativity and Anxiety of Performance: Self-Evaluation as bad Faith.” Oxford Review of Education 45 (5): 605–618.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101.
  • Brown, M., G. McNamara, J. O’Hara, S. Hood, D. Burns, and G. Kurum. 2019. “Evaluating the Impact of Distributed Culturally Responsive Leadership in a Disadvantaged Rural Primary School in Ireland.” Educational Management Administration & Leadership 47 (3): 457–474.
  • Brown, M., G. McNamara, J. O Hara, and S. O'Brien. 2017. “Inspectors and the Process of Self-Evaluation in Ireland.” In School Inspectors: Operational Challenges in National Policy Contexts, edited by Jacqueline Baxter, 71-–96. London: Springer. .
  • Cahill, K, and D Sullivan. 2022. “Making a Difference in Educational Inequality: Reflections From Research and Practice.” Irish Educational Studies 41 (3): 473–485.
  • Chapman, C., and D. Muijs. 2014. “Does School-to-School Collaboration Promote School Improvement? A Study of the Impact of School Federations on Student Outcomes.” School Effectiveness and School Improvement 25 (3): 351–393.
  • Clarke, V., and V. Braun. 2013. “Teaching Thematic Analysis: Overcoming Challenges and Developing Strategies for Effective Learning.” The Psychologist 26 (2): 120–123.
  • Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. New York: Routledge Falmer.
  • Conger, J. A., and R. N. Kanungo. 1988. “The Empowerment Process: Integrating Theory and Practice.” Academy of Management Review 13 (3): 471–482.
  • Daniëls, E., A. Hondeghem, and F. Dochy. 2019. “A Review on Leadership and Leadership Development in Educational Settings.” Educational Research Review 27: 110–125.
  • Darmody, M., and E. Smyth. 2011. Job Satisfaction and Occupational Stress among Primary School Teachers and School Principals in Ireland. Reported compiled by the ESRI on behalf of the Teaching Council: https://www.esri.ie/system/files/media/file-uploads/2015-07/BKMNEXT188.pdf.
  • Department of Education & Science. 2003. Looking at our School: An aid to Self-Evaluation in Second Level Schools. Dublin: Stationary Office.
  • Department of Education & Skills. 2011. Literacy and Numeracy for Learning and Life. The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills.
  • Department of Education & Skills. 2012. School Self-Evaluation Guidelines for Post-Primary Schools. Dublin: Department of Education and Skills.
  • DES (Department of Education & Skills). 2005. DEIS (Delivering Equality of Opportunity in Schools). An Action Plan for Inclusion https://www.education.ie/en/Publications/PolicyReports/DEIS_action_plan_on_educational_inclusion.pdf.
  • DES (Department of Education & Skills). 2016. Looking at our Schools: A Quality Framework for post-primary Schools. https://www.education.ie/en/Publications/Inspection-Reports-Publication/Evaluation-Reports-Guidelines/Looking-at-Our-School-2016-A-Quality-Framework-for-Post-Primary-schools.pdf.
  • DES (Department of Education & Skills). 2017. DEIS Action Plan 2017. https://www.education.ie/en/Publications/Policy-Reports/DEIS-Plan-2017.pdf.
  • DES (Department of Education & Skills). 2018. Circular Letter 0003/2018. Dublin: DES. https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0003_2018.pdf.
  • Faddar, J., J. Vanhoof, and S. De Maeyer. 2017. “School Self-Evaluation Instruments and Cognitive Validity. Do Items Capture What They Intend to?” School Effectiveness and School Improvement 28 (4): 608–628.
  • Fleming, B., and J. Harford. 2021. “The DEIS Programme as a Policy Aimed at Combating Educational Disadvantage: Fit for Purpose?” Irish Educational Studies 1–19. https://doi.org/10.1080/03323315.2021.1964568.
  • Fullan, M. 2007. The new Meaning of Educational Change. 4th ed. New York: Teachers College Press.
  • Haneda, M., and B. Sherman. 2018. “ESL Teachers’ Acting Agentively Through Job Crafting.” Journal of Language, Identity & Education 17 (6): 402–415.
  • Hargreaves, A., and T. O’ Connor. 2018. Collaborative Professionalism: When Teaching Together Means Learning for All. London: Corwinn.
  • Harris, A. 2009. Distributed Leadership–Different Perspectives. Dordrecht: Springer.
  • Harris, A., and D. Muijs. 2003. “Teacher Leadership – Improvement Through Empowerment? An Overview of the Literature.” Educational Management and Administration 31 (4): 437–448.
  • Kim, M., and T. A. Beehr. 2021. “The Power of Empowering Leadership: Allowing and Encouraging Followers to Take Charge of Their own Jobs.” The International Journal of Human Resource Management 32 (9): 1865–1898.
  • Kim, M., T. A. Beehr, and M. S. Prewett. 2018. “Employee Responses to Empowering Leadership: A Meta-Analysis.” Journal of Leadership & Organizational Studies 25: 257–276.
  • Lee, A., S. Willis, and A. W. Tian. 2018. “Empowering Leadership: A Meta-Analytic Examination of Incremental Contribution, Mediation, and Moderation.” Journal of Organizational Behavior 39 (3): 306–325.
  • Leithwood, K., D. Jantzi, and R. Steinbach. 1995. “An Organizational Learning Perspective on School Responses to Central Policy Initiatives.” School Organization 15 (3): 229–224.
  • Lindlof, T. R., and B. C. Taylor. 2011. Qualitative Communication Research Methods (3rd Edition). Los Angeles, CA: Sage.
  • MacBeath, J. 1999. Schools Must Speak for Themselves. The Case for School Evaluation. London: Routledge.
  • McCormack, O., R. Lynch, and J. Hennessy. 2015. “Plastic People in Pinstripe Suits: An Exploration of the Views of Irish Parents on the Publication of School League Tables.” Educational Studies 41 (5): 513–533.
  • McCoy, S., A. Quail, and E. Smyth. 2014. “The Effects of School Social mix: Unpacking the Differences.” Irish Educational Studies 33 (3): 307–330.
  • McNamara, G., and J. O’Hara. 2006. “Workable Compromise or Pointless Exercise? School-Based Evaluation in the Irish Context.” Educational Management Administration & Leadership 34 (4): 564–582.
  • McNamara, G., and J. O’Hara. 2012. “From Looking at our Schools (LAOS) to Whole School Evaluation-Management, Leadership and Learning (WSE-MLL): The Evolution of Inspection in Irish Schools Over the Past Decade.” Educational Assessment, Evaluation and Accountability 24: 1–19.
  • McNamara, G., J. O’Hara, P. Lisi, and S. Davidsdottir. 2011. “Operationalising Self-Evaluation in Schools: Experiences from Ireland and Iceland.” Irish Educational Studies 30 (1): 63–82.
  • Miles, M. B., and M. Huberman. 1994. Qualitative Data Analysis: A Sourcebook of New Methods 2. Beverly Hills, CA: Sage Publications.
  • Muijs, D., A. Harris, C. Chapman, L. Stoll, and J. Russ. 2004. “Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence.” School Effectiveness and School Improvement 15 (2): 149–175. doi:10.1076/sesi.15.2.149.30433.
  • Murphy, G., and T. Brennan. 2022. “Enacting Distributed Leadership in the Republic of Ireland: Assessing Primary School Principal’s Developmental Needs Using Constructive Development Theory.” Educational Management Administration & Leadership 1–20. https://doi.org/10.1177/17411432221086850.
  • O’Brien, S., G. McNamara, and J. O’Hara. 2015. “Supporting the Consistent Implementation of Self-Evaluation in Irish Post-Primary Schools.” Educational Assessment, Evaluation and Accountability 27: 377–393.
  • OECD. 2016. What makes a school a learning organisation? https://www.oecd.org/education/school/school-learning-organisation.pdf.
  • Ó Gallchóir, C., and O. McGarr. 2022. What is caught rather than taught: messages of professionalism communicated by teacher educators. Journal of Education for Teaching, 1–16. https://doi.org/10.1080/02607476.2022.2053356.
  • Skerritt, C., J. O’Hara, M. Brown, G. McNamara, and S. O’Brien. 2021. “Enacting School Self-Evaluation: The Policy Actors in Irish Schools.” International Studies in Sociology of Education 1–2310.1080/09620214.2021.1886594.
  • Skerritt, C, & Salokangas, M. (2020). Patterns and Paths Towards Privatisation in Ireland. Journal of Educational Administration and History 52 (1): 84–99.
  • U.K. 2003. Every Child Matters – Change for Children. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf.
  • U.S. Department of Education, Public Law 107- 1 10. No Child Left Behind Act of 2001. https://www2.ed.gov/admins/lead/account/nclbreference/reference.pdf.
  • Weir, S., and L. Kavanagh. 2018. The evaluation of DEIS at post-primary level: closing the achievement and attainment gap. Evaluation published on behalf of Educational Research Centre: https://www.erc.ie/wp-content/uploads/2019/01/Weir-Kavanagh-2018-DEIS-post-primary.pdf.
  • Weir, S., L. McAvinue, E. Moran, & A. O’Flaherty. (2014). A Report on the Evaluation of DEIS at Second Level. Dublin: Educational Research Centre.
  • Whitty, G. 2001. “Education, Social Class and Social Exclusion.” Journal of Education Policy 16 (4): 287–295.
  • Whitty, G., and E. Wisby. 2006. “Moving Beyond Recent Education Reform – And Towards a Democratic Professionalism.” Hitosubashi Journal of Social Studies 38 (1): 43–61.
  • Zhang, X., and K. M. Bartol. 2010. “Linking Empowering Leadership and Employee Creativity: The Influence of Psychological Empowerment, Intrinsic Motivation, and Creative Process Engagement.” Academy of Management Journal 53 (1): 107–128.