Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work.
Accountability and Culture of School Teachers and Principals studies the degree to which teachers and principals in eight countries view themselves as taking responsibility, working by clear standards, reporting transparently, and accepting feedback at work.
Zehava Rosenblatt is Professor Emerita in the Department of Leadership and Educational Policy at the University of Haifa, Israel. Her research is focused on ethical issues in teachers' work, such as personal accountability and absenteeism, as well as other related topics in teachers' organizational behavior. Theo Wubbels is Professor Emeritus of Educational Sciences at Utrecht University, the Netherlands. His research interests developed in his career from the pedagogy of physics education, via problems of beginning teachers and teaching and learning in higher education to studies of learning environments and, especially, interpersonal relationships in education.
Inhaltsangabe
Dedication List of tables, figures and appendices Contributing chapter authors Contributing researchers Acknowledgments Chapter 1 Introduction Chapter 2 Teachers' and principals' accountability: theoretical background Conceptualizing accountability Accountability and cultural values Accountability and organizational support Chapter 3 Study methods Introduction Data collection Study measures Analytical approach Chapter 4 Study findings Introduction Accountability distribution Cultural values distribution Organizational support distribution Prediction of teachers' and principals' external and internal accountability Prediction of accountability: summary Chapter 5 Discussion of study findings Introduction The two dimensions of accountability: external and internal Accountability audiences: parents and school management Effect of principals' accountability on teachers' accountability Predicting accountability by personal individualism and collectivism Accountability at a country level Organizational support as a predictor of accountability disposition Chapter 6 Concluding thoughts Educators' accountability versus school accountability Focus on internal accountability Cultural values and accountability - theoretical and practical implications The contingent role of the accountability audience Team accountability: a future research direction References Index
Dedication List of tables, figures and appendices Contributing chapter authors Contributing researchers Acknowledgments Chapter 1 Introduction Chapter 2 Teachers' and principals' accountability: theoretical background Conceptualizing accountability Accountability and cultural values Accountability and organizational support Chapter 3 Study methods Introduction Data collection Study measures Analytical approach Chapter 4 Study findings Introduction Accountability distribution Cultural values distribution Organizational support distribution Prediction of teachers' and principals' external and internal accountability Prediction of accountability: summary Chapter 5 Discussion of study findings Introduction The two dimensions of accountability: external and internal Accountability audiences: parents and school management Effect of principals' accountability on teachers' accountability Predicting accountability by personal individualism and collectivism Accountability at a country level Organizational support as a predictor of accountability disposition Chapter 6 Concluding thoughts Educators' accountability versus school accountability Focus on internal accountability Cultural values and accountability - theoretical and practical implications The contingent role of the accountability audience Team accountability: a future research direction References Index
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