TY - JOUR AU - Mentini, Laura PY - 2023/01/01 Y2 - 2024/03/29 TI - Enacting accountability reforms in Brazil: the mediating role of school leadership JF - Práxis Educativa JA - Práxis Educativa VL - 18 IS - SE - Artigos DO - 10.5212/PraxEduc.v.18.20774.006 UR - https://revistas.uepg.br/index.php/praxiseducativa/article/view/20774 SP - 1-21 AB - <p>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.</p><p><strong>Keywords:</strong> School leadership. Brazil. Test-based accountability policy.</p> ER -