Education Publications
Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada
Document Type
Article
Publication Date
7-23-2015
Journal
Educational Assessment, Evaluation, and Accountability
Volume
28
Issue
4
First Page
323
Last Page
345
URL with Digital Object Identifier
10.1007/s11092-015-9224-7
Abstract
Accountability in education is not new. Schools have always been accountable in one way or another to the communities they serve, regardless of the policy environment of the time (Elmore, The Educational Forum, 69:134–142, 2005). This article explores how three principals from Ontario, Canada manage the tensions of multiple accountability systems in their work. Findings indicate that the principals were able to find ways to be accountable to a variety of communities and ideals by prioritizing and honoring local needs and beliefs within the larger provincial mandate. Principals could not ignore the various accountability pressures; indeed, their success hinged on the ability to negotiate them. This delicate balancing act requires school principals to develop skills necessary to successfully juggle these competing demands.
Citation of this paper:
Pollock, K., & Winton, S. (2016). Juggling multiple accountability systems: How three principals manage these tensions in Ontario. Canada. Educational Assessment, Evaluation and Accountability, 28(4), 323–345. doi:10.1007/s11092-015-9224-7.
