ABSTRACT

In social contexts, feedback by observers, participants, or recipients provides information on performance and products, thereby creating an opportunity to learn and improve. In education governance, many countries rely on school inspection by professional observers to convey feedback on organizational and pedagogical processes and outcomes. This article examines the reactions of teachers and leaders to a Swiss inspection approach that uses a traffic light system to evaluate process features of school quality. Using SPSS and Mplus, the multilevel analysis distinguishes between individual and collective effects. On the individual level, school leaders respond to the traffic light inspections in general slightly more positively than teachers. On the collective level, feedback that flags organizational disturbances or failures of local schools does not evoke a sweeping rejection. Overall, the results indicate a rather high acceptance of the traffic light approach.

摘要

在社会环境中，观察者、参与者或接受者的反馈提供了有关性能和产品的信息，从而创造了学习和改进的机会。在教育治理方面，许多国家依靠专业观察员对学校的检查来传达对组织和教学过程和结果的反馈。本文考察了教师和领导对使用交通灯系统评估学校质量过程特征的瑞士检查方法的反应。使用 SPSS 和 Mplus，多级分析可以区分个体效应和集体效应。在个人层面上，学校领导对红绿灯检查的反应总体上比教师更积极。在集体层面，标记当地学校组织混乱或失败的反馈不会引起全面拒绝。总的来说，结果表明交通灯方法的接受度相当高。