An investigation into concepts of the evaluation of INSET held by headteachers and teachers in selected northern primary schools.

This thesis is concerned with an examination of dimensions of primary school headteachers' and teachers' concepts of the evaluation of INSET in thirty schools selected from two contrasting Local Education Authorities in the north of England. The focus of the research includes analyses and comparisons of these dimensions, especially within the setting of school-initiated INSET. Three hypotheses were formulated relating to the evaluation of INSET and accountability, the evidence of coherence with regard to the discernible dimensions of concepts of evaluation and a comparison of the responses of headteachers and teachers. Viewed within the context of the increasing demands upon schools from new inspection procedures and, in general, more extensive and obvious public accountability, the findings do not auger well for institutional evaluation and school improvement. Particularly since the publication of DES Circular 6/86, the changes affecting the funding and provision of INSET have been sweeping, radical and of magnitude. This investigation draws attention to the serious difficulties which are facing primary school headteachers and governors in ensuring that, especially for small schools, suitable in-service opportunities are available for the benefit of the staff and, ultimately, of the children they teach. Given the persistent demands emanating from the introduction of the National Curriculum and from the onset of appraisal, there will continue to be a need for the delivery of INSET of high quality. However, with the decreasing influence of Iiocal Education Authorities within the spheres of the provision, monitoring and evaluation of INSET, there will be a growing onus upon the schools to meet these requirements. From the results of this study, primary school staff are not ready to undertake these additional responsibilities.