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

Jerich Faddar, Jan Vanhoof, Sven De Maeyer

Onderzoeksoutput: Articlepeer review

10 Citaten (Scopus)

Samenvatting

In order to enhance the quality of education, school self-evaluation (SSE) has become a key strategy in many educational systems. During an SSE process, schools describe and evaluate their own functioning, often by administering questionnaires among teachers. However, it is unknown to what extent SSE questionnaire results are distorted by respondents performed on the results of an authentic SSE with 382 participants. Results indicate that socially desirable responding and motivation have indeed an impact on SSE results. However, the effects are differential and depend on the variable of interest. These findings can have serious implications, and should be taken into account when drawing conclusions and taking (school) policy decisions within the framework of an SSE process.
Originele taal-2English
Pagina's (van-tot)660-678
Aantal pagina's19
TijdschriftSchool Effectiveness and School Improvement
Volume29
Nummer van het tijdschrift4
DOI's
StatusPublished - 2018

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