How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy

Abstract

Purpose: In Italy, only recently education policy makers have introduced a requirement for schools to implement the processes of self-evaluation, strategic planning and results’ reporting. In this article, we aim to explore how the new leadership approach of school principals in the context of the introduction of the new accountability system is affecting the practices of teachers. Research Method: Using quantitative data from an empirical study focused on the primary and secondary schools involved in a ministerial pilot project “School Evaluation and Development,” (VALES), we employ multilevel structural equation modelling to test the relationships among principal leadership, school capacity building (represented by the variables such as teacher self-efficacy, instructional leadership of teachers, collaborative culture and supportive learning climate) and change in teachers’ professional practices as well as teaching methods. Findings: A positive indirect relationship between principal leadership and change in teachers’ practices and methods is shown. The indirect effects are mainly a result of increased teachers’ instructional leadership. Implications: The research suggests that principals have a central role in building organizational capacity for school improvement by using self-evaluation and improvement processes. Moreover, the sharing of leadership with teachers appears to be crucial in promoting change in teaching and teacher commitment to improving professional practices. Results of this study draw attention to the following aspects: the importance of promoting principals’ leadership for learning development, adoption of a balanced approach to principals’ performance evaluation, and fostering the distribution of leadership in schools.

Instructional Leadership:

“…Instructional leadership can occur directly or indirectly. Leadership occurs directly when the principal works with teachers and other staff to develop the teaching learning process [13]. Meanwhile, instructional leadership indirectly occurs when the principal provides convenience and encourages teachers and staff to develop themselves, make decisions together, and change the school's values and vision leading to improved learning quality.…”

Educational leadership and innovative teaching practices: a polynomial regression and response surface analysis

“…All the study variables were measured using a questionnaire previously validated by Paletta et al (2020) and reporting satisfactory psychometric properties. All items were rated on a four-point Likert scale ranging from 1 5 strongly disagree to 4 5 strongly agree.…”

“…Instructional leadership focuses on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning (Wenner and Campbell, 2017). Empirical research has shown the linkage between instructional leadership, changes in teachers' practices and consequently, students' achievement (Hallinger et al, 2020;Paletta et al, 2020).…”

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

“…Principals such as school management, administrators, and leaders are central to school performance (Chua & Mosha, 2015; Kalkan et al, 2020). They allocate resources, build organizational capacity, and promote change (Paletta et al, 2020), influencing teachers’ perception, understanding, emotional commitment, and motivation (Lambersky, 2016; Spillane et al, 2002). Principals affect teaching indirectly through these influences on teachers, and they indirectly affect some of the types of washback, for example, teaching to the test.…”