Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands

Abstract

In recent decades, performance-based accountability (PBA) has become an increasingly popular policy instrument to ensure educational actors are responsive to and assume responsibility for achieving centrally defined learning goals. Nonetheless, studies report mixed results with regard to the impact of PBA on schools' internal affairs and instructional practices. With the aim of contributing to the understanding of the social mechanisms and processes that induce particular school responses, this paper reports on a study that examines how Norwegian principals perceive, interpret, and translate accountability demands. The analysis is guided by the policy enactment perspective and the sociological concept of "reactivity", and relies on 23 in-depth interviews with primary school principals in nine urban municipalities in Norway. The findings highlight three distinct response patterns in how principals perceive, interpret, and translate PBA demands: alignment, balancing multiple purposes, and symbolic responses. The study simultaneously shows how different manifestations of two social mechanisms form important explanatory factors to understand principals' varying responses, while it is highlighted how the mechanisms are more likely to operate under particular conditions, which relate both to principals' trajectories and views on education, and to school-specific characteristics and the local accountability regime. The study contributes to the accountability literature by showing how, even in the relative absence of material consequences and low levels of marketization, standardized testing and PBA can drive behavioral change, by reframing norms of good educational practice and by affecting how educators make sense of core aspects of their work.

Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses

“…In line with previous studies (e.g., Camphuijsen, 2020; Harris & Graham, 2019), our qualitative data show that TBA instruments have the power to transform and redefine existing shared understandings of “good teaching.” Specifically, students’ performance on standardized tests becomes a widely accepted proxy of teacher and school quality, which is something that exacerbates test-related pressures over teachers. The following two quotations reflect this idea well.…”

“…Nonetheless, as we develop below, recent research argues that low-stakes accountability also has the potential to generate performance pressure on schools and teachers as well (Figueiredo et al, 2016; Hammersley-Fletcher et al, 2021; Maaranen & Wågsås Afdal, 2020). This seems to be linked to the implications the public diffusion of test results may have for the definition of what a “good teacher” and a “good school” are (Camphuijsen, 2020; Maroy & Pons, 2019). It is also acknowledged that, in marketized educational contexts, that is, where there is school choice freedom and school funding depends on the number of enrolled students, symbolic consequences may also be perceived as “harder” to the extent they can influence future school demand and, accordingly, school resources (Maroy & Voisin, 2017).…”