'Don't Do Anything Special for Us Coming': The Mental Health Impact of Ofsted Inspections on Teacher Educators in England

Autor/inn/en	Sabrina Fitzsimons; David S. Smith
Titel	'Don't Do Anything Special for Us Coming': The Mental Health Impact of Ofsted Inspections on Teacher Educators in England
Quelle	In: Cambridge Journal of Education, 55 (2025) 1, S. 93-111Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Sabrina Fitzsimons) ORCID (David S. Smith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2025.2451280
Schlagwörter	Forschungsbericht; Test; Fragebogen; Foreign Countries; Preservice Teacher Education; Mental Health; Teacher Educators; Well Being; Teacher Burnout; College Faculty; Stress Variables; Faculty Workload; Teacher Morale; Program Evaluation; Teacher Evaluation; Inspection; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Psychohygiene; Teacher education; Education; Lehrerbildung; Well-being; Wellness; Wohlbefinden; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fakultät; Morale; Lehrende; Moral; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Prüfverfahren
Abstract	Ofsted inspections of Initial Teacher Education (ITE) providers aim to enhance training quality for pre-service teachers in England. However, research rarely examines the impact of these inspections on the wellbeing of Teacher Educators (TEs) based in Higher Education Institutions (HEIs). This study, part of a broader investigation into burnout among HEI-based TEs in Ireland and the UK, focuses on the English context, where the inspection practices of Ofsted have been identified as significant stressors. Drawing on data from the Copenhagen Burnout Inventory (CBI), open-ended survey questions and interviews, this study provides preliminary insights into the mental health effects of Ofsted inspections on TEs. It reveals that inspection processes contribute to anticipatory stress, increased workload, and performative pressures, negatively impacting TEs' professional morale and wellbeing. The paper recommends reforms such as predictable inspection schedules, streamlined documentation, and dedicated mental health support for TEs during the inspection period. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/11