Effects of feedback on process features of school quality: A longitudinal study on teachers' reception of school inspection of Swiss compulsory schools

The longitudinal study investigates teachers' views on the inspection of compulsory schools in four Swiss cantons. Functions and features of school inspection in Switzerland are sketched and the theoretical basis of the study in research on feedback and self-efficacy outlined. Survey data from participating teachers (n = 477 at (t1), n = 383 at (t2)) is analyzed using structural equation modelling. The results show that Acquired Knowledge is a strong predictor for planning school improvement. While the step from knowledge to action is indeed mediated by teachers' collective efficacy beliefs, the impact of this mediation is not as strong as theoretical considerations suggest. The implications of these findings are discussed, emphasizing the features of an inspection policy that strongly focuses on process qualities such as leadership, quality management, cooperation, school climate and parental involvement.