The Ontario Quandary: Principals’ Perceptions of Accountability Policy and Social Justice

Abstract

This qualitative study examines how accountability policies impact school principals’ social justice commitment. The study involved semi-structured interviews with twenty-two Ontario principals. Findings show that principals responded to the accountability policies with strikingly mixed emotions. Some grudgingly accepted the mandates and reluctantly sought to accommodate directives in their agenda. Some critiqued the reforms by highlighting the inequities and drawbacks in the performance-based tests. Others showed significant resistance to the reform and strategically used their power to navigate toward what they felt was best for their students. Such mixed sentiments among principals revealed a deeper struggle among them in navigating the system.