This paper examines staff’s enactment and perceptions of a continuous independent school self-evaluation (SSE) process implemented at a semi-private school network for the past decade. In light of research arguing SSE was perceived and used primarily as a self-inspection or self-regulation tool emphasizing accountability goals; this case suggests the promise of engaging in SSE that the staff perceives as positive and aimed towards their school’s improvement. Findings reported in this work are based on analyzing Concept Structuring Analysis Task (ConSAT) interviews in which participants created their own concept maps, and participant observation of a two-year-long SSE process. This paper identifies three organizational mechanisms that facilitated a sustainable improvement-oriented SSE: the role of the evaluator, pooling resources through network structure, and the way the network uses evaluation data. These findings yield implications for (a) research on the enactment of sustainable SSE and (b) implementation of SSE that balances accountability and improvement goals.

本文研究了员工在过去十年中在半私立学校网络中实施的连续独立学校自我评估（SSE）流程的制定和看法。根据研究的争论，SSE被视为并主要用作强调问责目标的自我检查或自我调节工具。这种情况表明，员工认为SSE是积极的，并致力于改善学校，这是一种希望。这项工作中报告的发现基于对概念构造分析任务（ConSAT）访谈的分析，在访谈中，参与者创建了自己的概念图，并对参与者进行了为期两年的SSE流程观察。本文确定了促进可持续发展导向的SSE的三种组织机制：评估者的作用，通过网络结构以及网络使用评估数据的方式来集中资源。这些发现对（a）关于制定可持续的SSE的研究以及（b）在平衡问责制和改进目标之间实施SSE产生了启示。