A critical examination of teacher's perceptions of school performance measures (SPMs)

Over the past three decades, England's education system has undergone a significant transformation which had been driven by a rise in neoliberal ideology evident within education policy. Central to this transformation is the use of school performance measures (SPMs). This thesis utilises the term SPMs to encompass all accountability measures implemented by the English government and the Department for Education (DfE) to monitor, assess, evaluate and improve educational standards in English secondary schools. Although SPMs were designed to improve the quality and effectiveness of government funded schools in England, they have faced considerable criticism for creating excessive pressure on teachers and imposing administrative burdens that can lead to feelings of deprofessionalisation, heightened stress, and increased anxiety. As a result, academics claim that SPMs have contributed to high attrition and low retention rates of teachers in England which are some of the lowest in Europe.

This research explores teachers’ perceptions of SPMs and the implications of the accountability mechanisms evident within SPMs and the effect that this has on their professional lived experiences. Utilising a qualitative methodology, this study employs semi-structured photo-elicitation interviews (PEIs) with 12 volunteer teacher participants. The thematic data analysis revealed five key themes to be critically examined within the data analysis: Ofsted inspections,
performance management, academic league tables, accountability measures, and the teachers’ perceived interpretations of the unseen implications of SPMs. These themes were critically examined using both current literature in the field of SPMs research and Erich Fromm's theories as a lens for understanding the broader socio-political context that influences teachers’ lived experiences and perceptions of SPMs.

This research argues that teachers experience considerable pressure from the accountability frameworks embedded within SPMs. Despite teachers’ unwavering commitment to delivering the best educational experiences for their students, teachers face the dual challenges of heightened surveillance and increased administrative responsibilities, alongside an ingrained necessity to maintain an ‘inspection-ready’ mind-set within their daily lives as teachers. This research emphasises the pervasive impact of neoliberal ideology on educational practices, particularly the
use of SPMs, and highlights the need for a re-evaluation of how these are implanted within in England. By advocating for a reduction in administrative demands and prioritising teacher wellbeing, this research calls for a paradigm shift that refocuses the education system in England on fostering meaningful learning experiences rather than prioritising compliance with SPMs that focus heavily upon the academic outcomes of students. This research not only contributes to the dialogue on educational reform but also emphasises the need to support teachers in navigating an increasingly complex landscape shaped by performance-driven accountability in the form of SPMs in England.