Relation of Teacher Collectivism to Accountability: The Moderation Effect of School Support

• In Event: Dimensions of Communication: School and District Culture, Climate, and Efficacy

Abstract

Despite the pervasive presence of employee accountability in literature and practice across numerous occupations and countries, relatively little research has been conducted on the cultural perspective of accountability. Here the relation, if any, of dispositional accountability to teacher collectivism, and the moderating effect on this relation of organizational support, were investigated. Data were collected from 412 Israeli schoolteachers and subjected to multi-level analyses. Collectivism proved directly and positively related to accountability. School support moderated this relation: it was significant only when school support was high, not low. These results have implications for hiring and training teachers from different cultural backgrounds, and also for school policy of teacher support.

Author

• Zehava Rosenblatt, University of Haifa