Reconciling internal and external pressures on school principals implementing results-based management

Because of their ability to influence local teaching and learning conditions, school principals are being pressured to update educational policies. However, several questions remain as to how they can modernize this leadership. As part of a research project on the implementation of the results-based management policy in Quebec, this paper examines how principals deal with the expectations of school board administrators and teaching staff in the process of applying this policy. From a comprehensive perspective inspired by work in the field, this analysis is based on interview data. Our results show that principals adjust their interventions according to instructions from their superiors and the responsiveness of teachers. To encourage teachers' commitment, principals use various intervention strategies that aim to legitimize the adoption of an action plan, reassure teachers about the objectives of the policy and encourage them to consult with each other with a view to improving their practices. The main findings of the study are discussed, with reference to research in this area.