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School inspection sits between accountability and school improvement, yet little is known about how early-career inspectors in centralized systems negotiate these competing orientations. This qualitative study examined assistant education inspectors in Türkiye using metaphor-eliciting surveys and follow-up semi-structured interviews. Retrospective accounts contrasted earlier images of punishment, fear, and bureaucratic control with current understandings centered on guidance, diagnosis, feedback, and professional support. Reframing was shaped by field experience, interactions with school staff and senior inspectors, and awareness of the constraints of inspection. Developmental meanings did not replace evaluative ones, revealing continued tension between developmental aspirations and structurally embedded evaluative demands.
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Kavgacı et al. (2026) studied this question.
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