Abstract
The longitudinal study investigates teachers’ views on the inspection of compulsory schools in four Swiss cantons. Functions and features of school inspection in Switzerland are sketched and the theoretical basis of the study in research on feedback and self-efficacy outlined. Survey data from participating teachers (n=477 at (t1), n=383 at (t2)) is analyzed using structural equation modelling. The results show that Acquired Knowledge is a strong predictor for planning school improvement. While the step from knowledge to action is indeed mediated by teachers’ collective efficacy beliefs, the impact of this mediation is not as strong as theoretical considerations suggest. The implications of these findings are discussed, emphasizing the features of an inspection policy that strongly focuses on process qualities such as leadership, quality management, cooperation, school climate and parental involvement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
