Who Expects to Become a Teacher? The Role of Educational Accountability Policies in International Perspective

• In Event: Equity, Accountability, and Academic Assessment. International Perspectives

Abstract

This study examines between-country differences in the expectations students hold to become teachers. This study uses data from 342,841 students from 48 countries participating in the Programme for International Student Assessment (PISA) 2015. Results reveal that high-achieving students in countries that implement educational accountability policies are less likely to expect to work as teachers than those students in the systems that do not use such policies. This study provides evidence that test-based accountability policies may discourage highly skilled candidates to enter the teaching profession and be barriers to attract high-quality teacher candidates.

Author

• Seong Won Han, University at Buffalo - SUNY