New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities

"This article was published in Teaching and Teacher Education, Vol 25 number 6, Authors: Christine Hall and Andrew Noyes, " New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities", Pages 850-856, Copyright Elsevier (August 2009)”.

The revised inspection system in England requires schools to maintain a web-based self-evaluation, which is then used as the basis for high-stakes external inspection.

This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.