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

Abstract

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.

Pseudomorphosis of schools system and the fiction of its regulatory processes: A study of educational narratives

“…Despite the differences between the schools' cultures and dynamics of transformation, schools have become more performance-oriented after external evaluation. Lack of accountability and control is a factor that leads to low-performing schools (Küçükbere & Balkar, 2021). However, the self-evaluation process post-external evaluation still reveals weaknesses regarding (i) the evaluation of goals fulfilment of guiding documents, (ii) the evaluation of school services, (iii) monitoring of discipline, (iv) participation by the community, (iv) the use, diffusion, and reflection of external and internal evaluation data, (v) innovation oriented-self-evaluation practices.…”

“…Combining control-and improvement-oriented evaluation systems may promote school development and enhance education quality (Hanberger et al, 2016). The importance of a supportive school evaluation and innovation is highlighted by the European Inspectorate (Donaldson, 2013;Simeonova et al, 2020) and by scholars (Brown et al, 2018;Hanberger et al, 2016;Küçükbere & Balkar, 2021;Kurum & Cinkir, 2019;McNamara & O'Hara, 2008;Monarca & Fernández-González, 2016). Pursuing a culture of permanent improvement is about knowing which factors induce teachers' innovative behaviour to support the school's transformation.…”

The Negative Impact of ESSA on Educational Equity: A Teacher Accountability Perspective

“…The quality of teachers is one of the most important factors affecting the education system. The teacher accountability movement is one of the most controversial and important topics in modern educational reform [16]. Too much previous research has shown how teachers can improve their teaching methods, how to train teachers, etc.…”

“…Researchers use different research options to improve educational equity or force educators and policymakers to improve traditional academic-quality schools for underserved student populations [15]. Hodgetts (2010) pointed out that the current education system emphasizes teachers' responsibility by focusing on performance [16]. But the impact of teacher job satisfaction on educational equity has not been discussed much throughout the teacher accountability system.…”

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

“…The lecturers' accountability, professional identity and subject matter, pedagogical, and didactic expertise distinctness supported students' narrative writing practices shall appropriately develop academic skills (Geletu & Mihirete, 2022) by accommodating a constructivist assessment model (Sumekto & Setyawati, 2018;. Hence, effective lecturers accomplish their professional development and occupational professionalism requirements to fulfill the systematic and planned manners (Küçükbere & Balkar, 2021).…”