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Evaluating the impact of a principals' professional development program on school management practices: Evidence from Brazil

Author

Listed:
  • Bruna Borges
  • Gabriel Leite
  • Ricardo Madeira
  • Luis Meloni

Abstract

Several programs focus on the professional development of school principals by assuming that the quality of management affects the school's functioning and, therefore, students' learning. However, little is known about what skills we should develop to translate better school management into proficiency. In this paper, we propose a survey instrument to measure thirteen managerial practices specifically designed to capture variations between schools within a context of scarce resources and limited autonomy. Then, we assess the impact of a school management program (Jovem de Futuro) – with proven effects on students' proficiency – on these practices, exploiting the program's phase-in randomization strategy. We find that receiving the program increased the overall management practices index, especially improving the schools' evaluation processes. Analyzing each dimension separately, we observe that the program affects how principals pursue pre-established targets, use assessments to learn about student learning, identify school leaders, and attribute responsibilities to the school's management team.

Suggested Citation

  • Bruna Borges & Gabriel Leite & Ricardo Madeira & Luis Meloni, 2024. "Evaluating the impact of a principals' professional development program on school management practices: Evidence from Brazil," Working Papers, Department of Economics 2024_03, University of São Paulo (FEA-USP).
    • Handle: RePEc:spa:wpaper:2024wpecon3
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    References listed on IDEAS

    as
    1. Elizabeth Dhuey & Justin Smith, 2018. "How school principals influence student learning," Empirical Economics, Springer, vol. 54(2), pages 851-882, March.
    2. Munoz, P & Prem, M, 2019. "Productivity and Sectoral Allocation: The Labor Market of School Principals," Documentos de Trabajo 17596, Universidad del Rosario.
    3. Miller, Ashley, 2013. "Principal turnover and student achievement," Economics of Education Review, Elsevier, vol. 36(C), pages 60-72.
    4. Elias Walsh & Dallas Dotter, 2020. "The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools," Education Finance and Policy, MIT Press, vol. 15(3), pages 518-542, Summer.
    5. Glewwe, P. & Muralidharan, K., 2016. "Improving Education Outcomes in Developing Countries," Handbook of the Economics of Education,, Elsevier.
    6. Paula Pereda, Andrea Lucchesi, Karen Mendes, & Antonio Bresolin, 2019. "Evaluating the impact of the selection process of principals in Brazilian public schools," Working Papers, Department of Economics 2019_25, University of São Paulo (FEA-USP).
    7. Tavares, Priscilla Albuquerque, 2015. "The impact of school management practices on educational performance: Evidence from public schools in São Paulo," Economics of Education Review, Elsevier, vol. 48(C), pages 1-15.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    School management practices; Impact evaluation; Educational economics; Human capital;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • M10 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Business Administration - - - General
    • J01 - Labor and Demographic Economics - - General - - - Labor Economics: General
    • L38 - Industrial Organization - - Nonprofit Organizations and Public Enterprise - - - Public Policy

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