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Through case studies of 10 elementary schools in Chicago, this article examines principal leadership in low-performing schools. The data include 331 interviews with teachers, administrators, external partners, and others over a 2-year period. Using transformational leadership as a lens, we found that principals in schools that moved off probation in a short period articulated the school vision, provided support and resources to teachers, established collaborative structures and norms, developed commitment to collective goals, and managed the school. Their leadership responses were closely linked to their interpretation of the accountability policy. All the principals centralized decision making. Our study suggests that districts should carefully assign to these schools leaders with appropriate knowledge and skills and reassign ineffective principals given the critical role that principals play in bringing about improvement under pressure. [ABSTRACT FROM AUTHOR]

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The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers' responses. [ABSTRACT FROM AUTHOR]