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The study examines how supervisors’ perceptions shape RBM implementation, using a conceptual framework grounded in goal-setting theory and task performance, and analyzes legal implications for school leaders. Findings show RBM strengthens supervisors’ pedagogical focus and mobilizes school teams around agreed objectives, while goal misalignment and underestimated means can restrict exploration and achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/influence-of-pedagogical-supervisors-practices-and-perceptions-on-the-use-of-results-based-management-academic-research-summary/596726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/influence-of-pedagogical-supervisors-practices-and-perceptions-on-the-use-of-results-based-management-academic-research-summary/596726.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Public Education Act require regarding pedagogical supervision in Québec?","Question",{"text":112,"@type":113},"It requires school principals to ensure pedagogical supervision and positions it as part of their mandatory duties.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does RBM define goal setting in this Québec context?",{"text":117,"@type":113},"RBM sets goals based on pre-established, measurable results tied to expected services, emphasizing transparency, accountability, and flexibility in the means used.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits and risks does the study identify for implementing RBM?",{"text":121,"@type":113},"RBM supports supervisors’ pedagogical perspective and aligns the school team around objectives; however, mismatched individual and organizational goals and limiting assumptions about means may constrain exploration and achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596726,1792190767,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Influence of Pedagogical Supervisors’ Practices and Perceptions on the Use of Results-based Management  \nDaniel April & Yamina Bouchamma, Université Laval  \nAbstract  \nIn the province of Québec, Canada, school principals are obligated by law to ensure pedagogical supervision. This law, the Public Education Act (Government of Québec, 2017), also advocatesa contractual Results-Based Management approach (RBM) . We examined how the practicesand perceptions of these supervisors influence the implementation of this approach. The legal ramifications for these school leaders were also explored, as were the concept of pedagogical supervision and the underlying principles of the goal-setting theory and task performance (Locke & Latham, 1990; 2002; 2006) which constituted the conceptual framework of our research. This study was part of a collaborative research project conducted with 21 school principalsand vice-principals of the Découvreurs School Board in Québec City. Results show that RBM supports the pedagogical perspective of the supervisors and rallies the school-team to adopt the proposed objectives. However, the goals of one member may not be the same as those of the organization and the setting of goals may limit exploration and achievement if members underestimate the means.  \nKeywords: school principals, results-based management, pedagogical supervision, goal setting  \nContext  \nIn Canada, several provinces including Ontario, Alberta, New Brunswick, and Nova Scotia, have adopted teacher evaluation programs (Bouchamma, 2005) that enable the comprehensive appraisal of teacher performance and competence in carrying out both instructional duties and other responsibilities (Nolan & Hoover, 2008). In the province of Québec, however, there exists no program by which to evaluate or supervise teachers. Indeed, the only legal basis provided in this regard is the Québec Public Education Act (articles 96.12 and 110.9) (Government of Québec, 2017), which states that pedagogical supervision is part of the mandatory duties of school principals. This law also advocates using the Results-Based Management approach (RBM), which determines goal setting with regard to graduation and student achievement and where each level is responsible for meeting their objectives. RBM is thus defined as a management approach based on the measurable results of goals that have been pre-established according to the services that are to be provided. This approach operates within a context of transparency, accountability, and flexibility in terms of the means used to attain the desired outcomes. In this model, as illustrated in Figure 1, each staff member is mobilized to focus on student achievement and perseverance.  \nFigure 1. RBM criteria with regard to student achievement and perseverance (MELS, 2009) .  \nThe Need for RBM  \nAccording to the Ministère de l’Éducation, du Loisir et du Sport (2009), RBM clarifies and disseminates the government’s various orientations, takes into account the local realities and constraints, emphasises results over means, widens the corridor of action for school boards and their schools in terms of these means, defines the expectations with regard to the contribution of each level toward positive outcomes, and finally, allows for greater accountability and empowerment for each level involved. Table 1 presents the RBM criteria advocated to reach the above-mentioned goals.  \nTable 1  \nRBM Criteria in the Québec Education System  \n\n| STRATEGIC PLAN |  |  |  |\n| --- | --- | --- | --- |\n|  | Organi\u003Cbr>zations\u003Cbr>involved | Laws | Characteristics |\n| 1. Ministry of Education\u003Cbr>strategic plan | Min. of\u003Cbr>Education | Art. 459.2\u003Cbr>Public Edu\u003Cbr>cation Act | Published every 5 years, this plan presents the strategic mission objectives ofthe Ministry of Education and determines its main orientations. |\n| 2. School board strategic plan | School\u003Cbr>board\u003Cbr>(SB), Min.\u003Cbr>of Educa\u003Cbr>tion | Law 81;\u003Cbr>art. 209.1\u003Cbr>Public Edu\u003Cbr>cation Act | This ","cbCaiuf54iswErJV","https://ap.wps.com/l/cbCaiuf54iswErJV","pdf",429698,17,"English","# Context\n## Results-Based Management (RBM) framework\n# The Need for RBM\n## RBM criteria in Québec education system\n## Strategic plan and contractualization steps","[{\"question\":\"What does the Public Education Act require regarding pedagogical supervision in Québec?\",\"answer\":\"It requires school principals to ensure pedagogical supervision and positions it as part of their mandatory duties.\"},{\"question\":\"How does RBM define goal setting in this Québec context?\",\"answer\":\"RBM sets goals based on pre-established, measurable results tied to expected services, emphasizing transparency, accountability, and flexibility in the means used.\"},{\"question\":\"What benefits and risks does the study identify for implementing RBM?\",\"answer\":\"RBM supports supervisors’ pedagogical perspective and aligns the school team around objectives; however, mismatched individual and organizational goals and limiting assumptions about means may constrain exploration and achievement.\"}]","Influence of Pedagogical Supervisors’ Practices and Perceptions on the Use of Results-based Management - Academic Research Summary | PDF",1792083603,43]