Reframing School Inspection: Assistant Education Inspectors Between Control and Development
LEADERSHIP AND POLICY IN SCHOOLS, cilt.0, sa.0, ss.1-21, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 0 Sayı: 0
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/15700763.2026.2760853
- Dergi Adı: LEADERSHIP AND POLICY IN SCHOOLS
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Agricultural & Environmental Science Database, Emerging Sources Citation Index (ESCI), Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, Public Affairs Index
- Sayfa Sayıları: ss.1-21
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
School inspection sits between accountability and school improvement, yet little is known about how early-career inspectors in centralized systems negotiate these competing orientations. This qualitative study examined assistant education inspectors in Türkiye using metaphor-eliciting surveys and follow-up semi-structured interviews. Retrospective accounts contrasted earlier images of punishment, fear, and bureaucratic control with current understandings centered on guidance, diagnosis, feedback, and professional support. Reframing was shaped by field experience, interactions with school staff and senior inspectors, and awareness of the constraints of inspection. Developmental meanings did not replace evaluative ones, revealing continued tension between developmental aspirations and structurally embedded evaluative demands.