Enacting accountability reforms in Brazil: the mediating role of school leadership

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DOI:

https://doi.org/10.5212/PraxEduc.v.18.20774.006

Resumo

This article aims to analyse the role of school leaders in mediating education accountability policies in Brazil. The study is framed by a sense-making and contingent leadership framework and is guided by a ‘realist evaluation’ methodological approach. The qualitative research conducted in four schools in Belo Horizonte shows that school leaders play a substantial role in mediating how school accountability reforms are received. They enact different roles, behaviours and practices, shaped by the sense-making and perception of accountability reforms and dependent upon three main contingent factors: leaders’ positional power and gender, socio-economic school composition and schools’ administrative dependency.

Keywords: School leadership. Brazil. Test-based accountability policy.

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Biografia do Autor

Laura Mentini, Universitat Autònoma de Barcelona

Laura Mentini is a PhD student and ‘La Caixa’ foundation research fellow at the Department of Sociology of the Universitat Autònoma de Barcelona (UAB) and a former Master Erasmus Mundus scholar in ‘Education Policies for Global Development’ (GLOBED). She is a member of the research group ‘Globalisation, Education and Social Policies’ (GEPS) at the Universitat Autònoma de Barcelona.

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Publicado

2022-10-09

Como Citar

MENTINI, L. . Enacting accountability reforms in Brazil: the mediating role of school leadership. Práxis Educativa, [S. l.], v. 18, p. 1–21, 2022. DOI: 10.5212/PraxEduc.v.18.20774.006. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/20774. Acesso em: 7 dez. 2022.