[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602096-105":3,"doc-detail-602096-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teacher-autonomy-in-the-age-of-performance-based-accountability-a-review-based-on-teaching-profession-regulatory-models-2017-2020-602096","Teacher Autonomy in the Age of Performance-based Accountability - A Review based on Teaching Profession Regulatory Models (2017-2020)","","In recent decades, educational governance has changed sharply across many countries, granting schools greater autonomy while increasing centralized accountability through standardized testing and external evaluation. Performance-based accountability (PBA) operates with different mechanisms and consequences depending on the stakes involved. This paper compares research from 2017 to 2020 to assess how distinct PBA forms affect teachers’ work, focusing on their regulatory contexts. The review covers 101 SCOPUS and Web of Science articles and finds that evidence on teachers’ perceptions and beliefs varies, and PBA implications for autonomy depend not only on accountability stakes but also on teachers’ professional regulation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-autonomy-in-the-age-of-performance-based-accountability-a-review-based-on-teaching-profession-regulatory-models-2017-2020-602096/602096/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-autonomy-in-the-age-of-performance-based-accountability-a-review-based-on-teaching-profession-regulatory-models-2017-2020-602096/602096.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of the paper?","Question",{"text":62,"@type":63},"To understand how different forms of performance-based accountability affect teachers’ work, using a comparative perspective across teachers’ regulatory contexts.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper describe differences between high-stakes and low-stakes accountability systems?",{"text":67,"@type":63},"In high-stakes systems, teachers’ careers are more directly tied to student performance and low-performing schools may face closure, while in low-stakes systems administrative consequences are more symbolic than material.",{"name":69,"@type":60,"acceptedAnswer":70},"What sources and scope does the review use?",{"text":71,"@type":63},"The review summarizes investigations from 2017 to 2020 and includes 101 articles drawn from SCOPUS and Web of Science.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602096,1792597558,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"SPECIAL ISSUE  \nTeachers and Educational Policy: Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for Resistance  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 30 Number 100 | July 12 , 2022 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nTeacher Autonomy in the Age of Performance-based Accountability: A Review based on Teaching Profession Regulatory Models (2017-2020)  \nLluís Parcerisa  \nUniversity of Barcelona  \nSpain  \nAntoni Verger  \nAutonomous University of Barcelona  \nSpain  \nMarcel Pagès  \nUniversity of Girona  \nSpain  \n&  \nNatalie Browes  \nAutonomous University of Barcelona  \nSpain  \nCitation: Parcerisa, L., Verger, A., Pagès, M., & Browes, N. (2022). Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017- 2020). Education Policy Analysis Archives, 30(100). [https://doi.org/10.14507/epaa.30.6204](https://doi.org/10.14507/epaa.30.6204) This article is part of the special issue Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for  \nResistance, guest edited by Meghan Stacey, Jessica Holloway, Jessica Gerrard, Anna Hogan, and Mihajla Gavin.  \nAbstract: In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly connected to students’performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers’ work from a comparative perspective. Most research on this topic is based on singlecontext case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers’ decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers'regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers’ perceptions and beliefs are variegated, and that the implications of PBA on teachers’ autonomy does not only depend on the level of accountability stakes, but on teachers’ professional regulation.  \nKeywords: professionalism; accountability; autonomy; standardized testing; teachers; decisionmaking  \nAutonomía docente en la era de la rendición de cuentas basada en el desempeño: Una revisión basada en los modelos regulatorios de la profesión docente (2017-2020)  \nResumen: En las últimas décadas, la gobernanza de los sistemas educativos ha experimentado cambios drásticos en muchos países. A las escuelas se les ha dado más autonomía mientras se las responsabiliza de sus resultados a nivel central a través de pruebas de evaluación estandarizadas yotras formas de evaluación externa. Los mecanismos de rendición de cuentas basados en el desempeño (RdC) y las consecuencias asociadas a los resultados de las pruebas varían. En los sistemas de alto riesgo, las carreras de los docentes están más directamente conectadas con el desempeño de los estudiantes, y las escuelas de bajo rendimiento corren el riesgo de cerrar, mientras que, en los sistemas de bajo riesgo, las consecuencias administrativas de la rendición de cuentas para los actores escolares son más simbólicas que materiales. El objetivo principal de este artículo es comprender el impacto de las distintas formas de RdC basada en el desempeño sobre el trabajo d","cbCaiq0JCqTdBGsf","https://ap.wps.com/l/cbCaiq0JCqTdBGsf","pdf",555918,29,"English","# Abstract\n## Teacher autonomy and performance-based accountability\n## Comparative review (2017-2020)\n## Evidence from SCOPUS and Web of Science","[{\"question\":\"What is the main goal of the paper?\",\"answer\":\"To understand how different forms of performance-based accountability affect teachers’ work, using a comparative perspective across teachers’ regulatory contexts.\"},{\"question\":\"How does the paper describe differences between high-stakes and low-stakes accountability systems?\",\"answer\":\"In high-stakes systems, teachers’ careers are more directly tied to student performance and low-performing schools may face closure, while in low-stakes systems administrative consequences are more symbolic than material.\"},{\"question\":\"What sources and scope does the review use?\",\"answer\":\"The review summarizes investigations from 2017 to 2020 and includes 101 articles drawn from SCOPUS and Web of Science.\"}]","Teacher Autonomy in the Age of Performance-based Accountability - A Review based on Teaching Profession Regulatory Models (2017-2020) | PDF",1792094022,73,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]