The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools

In this article, we highlight the specificity of teachers’ practices in an era increased attention to reified measures data as evidence student learning. Drawing upon Kemmis et al.’s (2014) notion educational practice characterized by specific ‘sayings,’ ‘doings’ and ‘relatings,’ under particular ‘cultural-discursive,’ ‘material-economic’ ‘socio-political’ conditions, analyze work two public schools south-east Queensland. We reveal granular details about how engagement with forms evaluation broader neoliberal policy conditions influenced their personal professional identity teachers. argue that such processes these leads not only demoralization but also devaluing work, ultimately, what claim be very ‘disappearance’ teacher – expunging relational, educative interactions enable genuine The consequence is eviscerated form schooling may jeopardize students’ long-term academic social development.