Time-Poor Teachers: Analyzing the impact of antithetical Accountability using TALIS 2018

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 1
  In Roundtable Session: Unequal Returns: How Policy Shapes Learning, Inequality, and Social Mobility

Abstract

Efforts to enhance education quality have focused on school and teacher accountability, significantly influencing student achievement and the educational environment, particularly for teachers. However, research on the mechanisms of accountability remains limited. This study analyzes TALIS 2018 data to explore the relationship between accountability and teachers' work intensification, focusing on time, by clustering countries based on two antithetical accountability. An exploration of discrepancies in teachers' working hours according to the clusters was followed. A mixed-effects maximum likelihood regression was conducted to analyze predictors at individual, school, and national levels affecting teachers' time poverty. The findings highlight the universal influence of accountability mechanisms on teachers' workload intensity, making this research relevant for those advocating for improved school culture and teacher working conditions.

Authors

• Dahee Shin, Seoul National University

• Moonyoung Eom, Seoul National University