Teacher Accountability Disposition, Cultural Values, and School Support: A Multicountry Comparative Study

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-11 - Considering Culture and Creating Opportunities: International Perspectives on School Evaluation and Accountability

Abstract

The present study focused on the personal aspect of teacher accountability, distinguishing its two dimensions: external (reporting to supervisors and other constituencies) and internal (reporting to inner professional values). The objective of the study was to explore accountability relations to two cultural values: individualism and collectivism, and to school support, using a multi-national sample. Results showed that collectivism at both teacher and school level was a major predictor of internal and external accountability, while individualism predicted only internal accountability. School support was a strong predictor of the two accountability dimensions. The study results underscore the importance of cultural values for understanding teacher accountability. The results have practical implications for the management of diversified teacher faculty.

Authors

• Zehava Rosenblatt, University of Haifa

• Theo Wubbels, Utrecht University

• Nora Arato, University of Michigan

• Johan Booyse, University of South Africa

• Noel Hurley, Memorial University

• Milagros Sainz, Universitat Oberta de Catalunya

• Chris Phielix

• Joris Beek, Utrecht University