The chapter compares how accountability policies and New Public Management (NPM) have shaped the teaching profession in Italy, Spain, and Chile, revealing the global expansion of a neoliberal rationality that redefines educational work through logics of control, efficiency, and results. Although all three countries share the influence of international organizations and the emphasis on performance evaluation, their political and institutional trajectories produce distinct configurations. In Italy, a hybrid model combines school autonomy with strong state control, consolidating a national evaluation system (INVALSI) based on standardized testing and meritocracy. Spain, with its decentralized structure, maintains a symbolic form of accountability in which competition among schools and internal privatization erode the public character of education. Chile represents the most extreme case, with consolidated neoliberal governance centered on the SIMCE and a technocratic Teacher Career System that links salary and evaluation, intensifying segmentation and control. Together, the three cases show how the discourse of quality and professionalization operates as a mechanism of deprofessionalization, precarization, and loss of autonomy, transforming teaching into an individualized and measurable practice. In response, the chapter proposes reconfiguring the meaning of accountability toward formative, horizontal, and ethically grounded models that strengthen professional autonomy and collaborative work. Only an approach based on co-responsibility and an ethics of care can restore the public and democratic value of teaching as a common good.