Evaluative relationships: teacher accountability and professional culture

Garver, Rachel

doi:10.1080/02680939.2019.1566972

Cited by 17 publications

(12 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is only in this manner that activities that may support occupational professionalism can be put into practice in a more systematic manner especially at the school level. The results of studies by Maxwell and Schwimmer (2016), Adams (2017) and Garver (2019) also support that accountability improves occupational professionalism.…”

Section: Discussionmentioning

confidence: 69%

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Küçükbere¹,

Balkar

2021

ERIES Journal

View full text Add to dashboard Cite

Accountability enables teachers to exhibit professional behaviors in school processes. However, the contribution of accountability to teacher occupational professionalism depends on the effective structuring of accountability mechanisms. It is necessary to examine how the connection between teacher occupational professionalism and accountability can be effectively established in line with different conceptual models. Therefore, this study investigated the relationship between teacher accountability and occupational professionalism by analyzing a proposed conceptual model of accountability and occupational professionalism dimensions. The first step for effective accountability mechanisms is to raise occupational awareness. Therefore, the effect of teacher accountability on teacher occupational awareness, which is one of the components of occupational professionalism, was examined with the mediating roles of contribution to organization, emotional labor and personal development dimensions of occupational professionalism. Employing correlational research design, the study sample included 576 middle school teachers from Gaziantep province in the southeast of Turkey. The study revealed that contribution to organization and emotional labor play a partially mediating role in the relationship between accountability and occupational awareness. However, teacher personal development has no mediating role. The results present a framework to develop teacher personal accountability supporting teacher occupational professionalism.

show abstract

Section: Discussionmentioning

confidence: 69%

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Küçükbere¹,

Balkar

2021

ERIES Journal

View full text Add to dashboard Cite

show abstract

“…This is particularly pronounced in systems where the stakes for teachers are high, such as in the USA and the UK. Not only are researchers finding that teachers are significantly modifying their practice in response to these sorts of accountability systems, which has been a long-standing concern about testing more generally (Amrein and Berliner 2002;Nichols and Berliner 2007;Ravitch 2016), but it has also begun to influence the way teachers feel about their work and their professional identity (Brass and Holloway 2019;Garver 2019;Perryman 2009). .…”

Section: Concluding Discussionmentioning

confidence: 99%

School testing culture and teacher satisfaction

Smith

Holloway

2020

Educ Asse Eval Acc

View full text Add to dashboard Cite

Teachers, as frontline providers of education, are increasingly targets of accountability reforms. Such reforms often narrowly define ‘teacher quality’ around performative terms. Past research suggests holding teachers to account for student performance measures (i.e. test scores) damages their job satisfaction, including increasing stress and burnout. This article examines whether the relationship between test-based accountability and teacher satisfaction can be, in part, explained by the emphasis of student test scores in teacher appraisals. Although historically used for formative purposes, recent research demonstrates that across a large range of countries, nearly all teachers work in a system where their appraisal is based, in part, on students’ test scores. Using data from the 2013 Teaching and Learning International Survey, we pool data from 33 countries to evaluate the direct and indirect effect of school testing culture on teacher satisfaction. Results suggest that there is a direct relationship between the intensity of the testing culture and the satisfaction of teachers, as well as an indirect relationship with test score emphasis in teacher appraisals suppressing potential positive effects of appraisals on teacher satisfaction.

show abstract

“…In fact, many governments have made teachers accountable to achieve the standardized test scores required by their education programs (Berryhill et al, 2009). Therefore, policy is required to ensure that it is the responsibility of teachers to create a professional culture in their class rooms (Garver, 2019).…”

Section: The Social Behaviours Of Teachersmentioning

confidence: 99%

The Correlation between school principal leadership competence and teachers’ social behaviours

Yasin

Mustafa

2020

IRJE

View full text Add to dashboard Cite

It has been predicted that the leadership competence of school principals indirectly influences the achievements of students because it has a positive impact on the social behaviour of their teachers. However, the correlation between those variables has not been supported by data. This research was therefore aimed at finding evidence for any correlations between the leadership competence of principals and the social behaviour of teachers under them. The samples were selected randomly, resulting in the selection of 110 EFL teachers in the Province of Aceh, Indonesia. The data for this study were collected using two questionnaires, a questionnaire about the social behaviour of teachers and a questionnaire rating the leadership competence of school principals. The data were analyzed using the Spearman correlation formula at significance level of 0.05. The results showed that almost all the constructs for leadership competence of principals were correlated to all the constructs of social behaviour of teachers at low level (0-0.29, p-value < 0.05) and moderate level (0.30 – 0.49, p-value < 0.05) of correlation. It was unexpected that teachers’ punctuality and accountability was not well-correlated to leadership competence of principals (p-value > 0.05). Based on the research results, it is recommended that the recruitment of school principals involve a standardized test consisting of all constructs of leadership competence.

show abstract

Evaluative relationships: teacher accountability and professional culture

Cited by 17 publications

References 52 publications

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

Teacher Accountability for Teacher Occupational Professionalism: The Effect of Accountability on Occupational Awareness with the Mediating Roles of Contribution to Organization, Emotional Labor and Personal Development

School testing culture and teacher satisfaction

The Correlation between school principal leadership competence and teachers’ social behaviours

Contact Info

Product

Resources

About