New regimes of truth: The impact of performative school self evaluation systems on teachers' professional identities

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.