Publication
Title
School self-evaluation : self-perception or self-deception? The impact of motivation and socially desirable responding on self-evaluation results
Author
Abstract
In order to enhance the quality of education, school self-evaluation (SSE) has become a key strategy in many educational systems. During an SSE process, schools describe and evaluate their own functioning, often by administering questionnaires among teachers. However, it is unknown to what extent SSE questionnaire results are distorted by respondents' tendencies towards socially desirable responding and their motivation to fill in an SSE questionnaire. This study reports on a path analysis, performed on the results of an authentic SSE with 382 participants. Results indicate that socially desirable responding and motivation have indeed an impact on SSE results. However, the effects are differential and depend on the variable of interest. These findings can have serious implications, and should be taken into account when drawing conclusions and taking (school) policy decisions within the framework of an SSE process.
Language
English
Source (journal)
School effectiveness and school improvement. - Lisse
Publication
Lisse : 2018
ISSN
0924-3453 [print]
1744-5124 [online]
Volume/pages
29 :4 (2018) , p. 660-678
ISI
000449356000008
Full text (Publisher's DOI)
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Project info
Self perception or self deception? The use of self evaluation instruments in organisational settings.
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 10.12.2018
Last edited 28.08.2021
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