School leadership in the context of accountability policies

This paper explores the unique implications for leaders of the accountability-driven policy contexts common to schools in many countries at the present time. A four-fold classification of government approaches to educational accountability is used to frame this exploration. These market, decentralization, professionalization and management approaches are each rooted in different assumptions about the basic problems for school reform and the nature of the desirable solutions. The paper reviews both theoretical and empirical literature identifying school leadership practices likely to be productive in response to each of the four approaches to accountability. Discussed as well are the additional challenges facing school leaders arising from the eclectic adoption of different accountability approaches as part of most reform packages. The paper ends with four suggestions for future leadership research aimed at better understanding the important influence of context on leadership practices.