The Contribution of Meaning-Making in the Application of Results-Based Management by School Principals in Quebec

This article examines the meaning-making work of RBM by twelve principals with respect to socio-cognitive and sociological variables (Dulude & Spillane, 2013). It confirms the hypothesis that the identification of success needs and the actions taken associated with success targets in schools result from the influence of individual variables (training received, previous experiences, motivation, conception of student success and personal values) on the perception of contextual variables (school clientele and environment). As for the dynamics of interactions prioritized by the principals, they are themselves influenced by individual and contextual variables. Despite the limitations of using semi-structured interviews, the integration of these cognitive factors in a constructivist approach makes it possible to grasp the plurality of meanings in the application of RBM and appears to be a preferred avenue for analyzing the reality and experience of school principals.