The methodology used was multiple case studies, with five contexts being purposefully selected that speak particularly to the question under investigation.
The OECD is key here, since its conclusions are widely used in policy-making but are not peer-reviewed.
In exploring understandings and practices of career pathways through these five case studies and the wider literature, I have identified three major themes.
In Australia and England, for instance, such a policy context has been characterised as low-trust and high-stakes in terms of teacher and leader accountability, encouraging in school leaders the production of entrepreneurial and performative (Courtney 2016; Perryman et al.
2018) forms of practice that are largely bypassed by policy attempts to enhance satisfaction.