Evaluative relationships: teacher accountability and professional culture

Research output: Contribution to journalArticlepeer-review

23 Scopus citations


Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.

Original languageEnglish
Pages (from-to)623-647
Number of pages25
JournalJournal of Education Policy
Issue number5
StatePublished - 2 Sep 2020


  • Teacher evaluation
  • accountability
  • ethnography
  • policy implementation
  • professional culture
  • value-added measures


Dive into the research topics of 'Evaluative relationships: teacher accountability and professional culture'. Together they form a unique fingerprint.

Cite this