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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.
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 den Autor / die Autorin
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.
Zusammenfassung
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.
