Mapping the literature on school self-evaluation (SSE) in Ireland (2012–2025): a scoping review

This scoping review maps the literature on school self-evaluation (SSE) in Ireland from 2012, when it became legally mandated, to 2025. The rationale for this approach lies in the emergent nature of SSE research in Ireland and the primary aim of the study is to establish a comprehensive, exploratory mapping of the literature. Drawing on 48 sources across critical, conceptual and empirical studies, the review identifies six key conceptual categories: policy discourses, enactment in schools, leadership responses, professional capacity building, data-use, and applications beyond mandated areas. The paper outlines the SSE policy in Ireland followed by the methodological approach for conducting the review. The review highlights that SSE has become an established feature of educational policy and practice in Ireland, supported by an expanding body of research across policy, leadership, enactment and professional learning. However, the evidence indicates that engagement with SSE remains uneven and is shaped by leadership capacity, school context, professional learning and accountability demands. Gaps remain regarding the impact of SSE on teaching and learning, definitions of engagement, fidelity of enactment, and stakeholder participation. Future research should adopt longitudinal, theoretically informed, and context-sensitive approaches to better understand how SSE contributes to sustained school improvement and educational outcomes.