Perceptions of Pressure: external and internal influences on secondary school policy‐making directed at enhanced teaching and learning

Abstract

This article reports on the findings of an investigation in which 30 secondary schools rated the priority being given to and the likely impact on teaching and learning of a selection of 23 issues currently on the agenda for school improvement. Results are considered for the whole sample, and according to the role of respondents and school context. Schools are giving high priority to the implementation of national policies and school‐generated initiatives directed at improved classroom practice. However, the perceived impact of externally generated change is less than that of change for which school staff feel a sense of ownership. Policies directed at a consideration of resource issues, professional development and salary changes are accorded low priority and are not considered to have a marked impact on teaching and learning. There is a potential for frustration and loss of morale when policies that are thought to be of limited value within schools require time and sometimes extensive consideration. The article's conclusions for policy‐makers are directed at minimising this risk.

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