School Self-Evaluation—Conditions and Caveats

Abstract

In this article, school self-evaluation as a driving force of organizational learning is scrutinized. The self-evaluation process of three Flemish secondary schools is analysed. The results of intensive case studies are compared with the schools' interpretation of a self-evaluation tool about their organizational learning culture. The study indicates that schools have difficulty in translating the data of a self-evaluation process into adequate recommendations. School administrators have a reflex of mediating organizational problems with more of the same. A longitudinal analysis of the schools' actions based on the self-evaluation process indicates that 12 months after the self-evaluation the schools were unable to realize fundamental changes.