Trust and Accountability to Improve Learning Outcomes: A Systematic Literature Review

• In Event: 45.069 - Acknowledging the Emotional Work of Social Justice Leadership

Abstract

Accountability and trust are key variables in the improvement of education systems and are often positioned as opposites or substitutes. Others however argue that control can build trust. This paper presents the outcomes of a systematic literature review to understand how accountability and trust are related (both on the interpersonal and system level) to improve learning outcomes over time. Our findings indicate how formal control may promote trust when those being regulated perceive the monitoring and sanction/reward process as a sign of good intentions on the part of the regulator. Control may also promote trust when inducing cooperation between educators. On the other hand, a control system implemented in a distrustful relationship can also lead to an escalation of distrust.

Authors

• Melanie Ehren, University College London

• Jacqueline Aundree Baxter, The Open University UK

• Andrew Paterson