Abstract
One of the most persistent recurring phrases espoused by those who enter the teaching profession is ‘making a difference’ (Christopher Day and Gu, 2010; Chris. Day, Sammons, Stobart, Kingston, and Gu, 2007) in the lives of learners, and this individual personal-professional commitment is challenged and in some instances undermined by persistent policy impulses to control by means of various technologies of accountability (Ball, 2008; Ciaran Sugrue and Dyrdal Solbrekke, 2011). Consequently, there is ‘increased pressures upon teachers in all phases of education, not only to ‘produce better results’, but also to be more directly accountable for the success or failure of their pupils’ (Day and Gu, 2010, p. 21).
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Sugrue, C. (2012). The Personal in the Professional Lives of School Leaders. In: Goodson, I.F., Loveless, A.M., Stephens, D. (eds) Explorations in Narrative Research. Studies in Professional Life and Work, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-988-6_9
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DOI: https://doi.org/10.1007/978-94-6091-988-6_9
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