Drivers for Stakeholder Voice in School Self-Evaluation Across Flanders, Ireland, and Portugal

• In Event: Comparative Education

Abstract

School self-evaluation (SSE) has become a key strategy in safeguarding educational quality and equi-ty. It is argued that stakeholders should be included in SSE processes to help understand the complex environment of schools. However, little is known about what factors at the individual, system and organisational level can foster this inclusion. This study reports on an international survey among school leaders in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving fac-tors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice.

Authors

• Jerich Faddar, HU University of Applied Sciences Utrecht

• Jan Vanhoof, Antwerp University

• Martin Brown, Dublin City University

• Joe O'Hara, Dublin City University

• Maria Figueiredo, Instituto Politecnico De Viseu