Accountability and Culture of School Teachers and Principals

An Eight-country Comparative Study
1. Auflage 2021
ISBN: 978-1-138-49540-1
Verlag: Routledge

Buch, Englisch, 190 Seiten, Format (B × H): 145 mm x 222 mm, Gewicht: 380 g

Reihe: Routledge Research in Teacher Education

Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work.

The book focuses on cultural values that explain variation in accountability levels of school educators, drawing on data from Canada, China, Hungary, Israel, the Netherlands, Spain, South Africa, and Zimbabwe. It addresses the question of whether cultural values, specifically collectivism and individualism, are related to teachers’ and principals’ external and internal accountability dispositions. It also explores the intriguing role of organizational support and key school personnel in school reforms across the world, providing a new way to understand school accountability.

The book will be of great interest for academics, post-graduate students, and scholars in the field of education policy and international and comparative studies in education.

Autoren/Hrsg.

Rosenblatt, Zehava

Wubbels, Theo

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung

Inhaltsverzeichnis

Dedication

List of tables, figures and appendices

Contributing chapter authors

Contributing researchers

Acknowledgments

Chapter 1 Introduction

Chapter 2 Teachers’ and principals’ accountability: theoretical background

Conceptualizing accountability

Accountability and cultural values

Accountability and organizational support

Chapter 3 Study methods

Introduction

Data collection

Study measures

Analytical approach

Chapter 4 Study findings

Introduction

Accountability distribution

Cultural values distribution

Organizational support distribution

Prediction of teachers' and principals' external and internal accountability

Prediction of accountability: summary

Chapter 5 Discussion of study findings

Introduction

The two dimensions of accountability: external and internal

Accountability audiences: parents and school management

Effect of principals’ accountability on teachers’ accountability

Predicting accountability by personal individualism and collectivism

Accountability at a country level

Organizational support as a predictor of accountability disposition

Chapter 6 Concluding thoughts

Educators' accountability versus school accountability

Focus on internal accountability

Cultural values and accountability - theoretical and practical implications

The contingent role of the accountability audience

Team accountability: a future research direction

References

Index

Über Autor(innen)

Zehava Rosenblatt is Professor Emerita in the Department of Leadership and Educational Policy at the University of Haifa, Israel. Her research is focused on ethical issues in teachers' work, such as personal accountability and absenteeism, as well as other related topics in teachers' organizational behavior.

Theo Wubbels is Professor Emeritus of Educational Sciences at Utrecht University, the Netherlands. His research interests developed in his career from the pedagogy of physics education, via problems of beginning teachers and teaching and learning in higher education to studies of learning environments and, especially, interpersonal relationships in education.