The Affective Dimension of Inspections for Educational Change and Improvement: Insights From Chilean Low-Performing Schools

• In Event: System Change, Well-Being, and Affect: Voices From the Ground Up

Abstract

Inspections are a type of performance-based accountability (PBA) policy instrument to evaluate schools’ performance and deliver feedback. This paper explores the affective dimension of inspection based on a qualitative case study of three low-performing public schools in Chile, from a policy enactment perspective, to understand actors’ positionality and assimilation of performance feedback. Results indicate that emotional and relational aspects before and during the inspection visit offer insights as to what extent the performance feedback offered to them was assimilated in their change and improvement efforts. This has implications to understand how and under what conditions low-performing schools can initiate and sustain improvement processes beyond a technical-rational perspective, connecting with the emotional and relational aspects of educational change.

Author

• Álvaro González, Universidad Catolica Silva Henriquez
  Presenting Author