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.
Highlights
The occupational quality of teachers is one of the most effective factors shaping education systems
Since teacher accountability was considered based on personal accountability in the study, it can be inferred that the understanding of accountability supporting occupational professionalism is developed depending on professional self-assessment
The lack of a supervision system based on self-assessment can prevent the establishment of the links among teacher occupational professionalism, awareness and accountability
Summary
The occupational quality of teachers is one of the most effective factors shaping education systems. Its contribution to the improvement of teacher occupational professionalism enabling professional development has increasingly drawn more attention in terms of the success of education systems At this point, occupational awareness which is a component of occupational professionalism is a prerequisite since it reflects teachers’ cognitive and psychological readiness at the individual level for both accountability and professionalism. It is important to examine the relationship between teacher accountability and occupational professionalism especially based on occupational awareness through different theoretical models for the successful design and implementation of these educational policies. For this purpose, the aforementioned relationship was analyzed through a proposed model in which occupational professionalism is divided into its dimensions in order to develop a different perspective in this study. The research questions of the study are as follows: 1. Is there a significant relationship between middle school teachers’ accountability and their occupational professionalism?
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