Principal leadership behaviors' influence on teacher efficacy in a context of external accountability

Accountability measures facing superintendents and principals constrain the autonomy of local schools for improving learning. School leaders require autonomy to focus on improvement areas developed by stakeholders. Leaders can employ effective leadership practices to enhance learning. Leaders require autonomy to implement improvements independent of external regulatory and prescriptive reform mandates. Quality leadership practices include explicit communication of expectations, relationship development, community engagement, situational awareness, and organizational culture development (Marzano, Waters, and McNulty, 2005). School leaders must create environments that facilitate a climate supportive of discussion and reflection on teaching and learning (Hattie, 2012). Converging research supports accountability measures that influence leadership practices and educators' perceptions (Marzano et al., 2005). District and school autonomy is usurped by external accountability measures (Forner, Bierlein-Palmer, amd Reeves, 2012).