both careerbased and positionbased public employment traditions are found among highperforming systems furthermore this relationship is stronger across systems in which schoollevel achievement data are used for accountability practices eg are posted publicly or are tracked over time by an administrative authority this might suggest that when greater responsibility for teacher selection is devolved to schools systems are better able to adapt to new circumstances and to growing expectations and teachers are more committed to students learning provided that schools have the right incentives and are held accountable for their outcomes however the relationship could also reflect countries decision to reduce school autonomy if student performance is in decline or to grant greater autonomy to schools if performance is improving