Abstract
ABSTRACT This paper offers a comprehensive account of Irish teachers’ perspectives on life inside schools in England, as reported in empirical studies. The research literature shows that Irish teachers report experiencing intense pressure from the inspectorate, but also internally as a consequence of the demands placed on English schools. Within these low-trust environments they experience what they feel to be unsustainable and time-consuming workloads which compound and perpetuate the pressure and stress they feel. Of most significance are Irish teachers’ views on the motives of English schools, which they interpret and perceive to be dictated by and for the inspectorate as opposed to serving the best interests of students. Overall, Irish teachers’ experiences in English schools are shaped by the overarching and inescapable pressures of high-stakes accountability and are far from positive.
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