Teacher Accountability Research Articles

Not Policies. People

Not Policies. People

An Investigation on the Correlation of Iranian English Teachers’ Accountability with Their Level of Reflection and Burnout

Finding the extent of the correlation of Iranian English teachers’ accountability with their reflective teaching and BO was the ultimate intention of conducing this research. In order to attain this purpose, a hundred twenty male and female English teachers took part in the current study on the basis of a convenience sampling. The participants had an age range between 25 to 44 and their experience in teaching English was at least 2 years. There were three instruments used in this research including three questionnaires as job accountability, teachers’ reflection questionnaire, and teacher’s BO questionnaires. Pearson-product moment and linear regression were applied to analyze the collected data through SPSS software version 24. The results illustrated that there was a positive significant correlation between teachers’ accountability and their reflective teaching. In addition, the results revealed a negative significant correlation between teachers’ accountability and their BO. This study also involved a number of practical and effective implications on accountability, reflective teaching and BO for language teachers and syllabus designers.

Teachers’ Performance Evaluation Instrument Designs in the Implementation of the New Learning Paradigm of the Merdeka Curriculum

This research aims to design an instrument for evaluating teachers’ performance in the implementation of the new learning paradigm of the Merdeka Curriculum. This research employed a qualitative approach with a literature study method. This research data is secondary data collected through the exploration of sixty-four literary references from books and articles in nationally accredited and internationally reputable scientific journals. The data were analyzed by using Miles’ and Huberman’s interactive model, which includes data reduction, data presentation, and conclusion drawing/verification. The results of this study indicated that the design of the teacher performance evaluation instrument in the new learning paradigm of the Merdeka Curriculum take into account teachers’ planning, implementation and assessment of the learning. Lesson planning is evaluated based on the comprehensiveness of the components contained in the teaching modules composed by a teacher. The teaching module must contain indicators of general information and core components. The instrument utilized is a documentation review using a checklist sheet with a Guttman scale. The implementation of the learning is evaluated based on the teachers’ learning practices, using the indicators of the teachers’ skills in preliminary activities, core activities and closing activities. The instrument utilized in this case is an observation sheet in the form of a rubric with a 4-point Likert scale. The evaluation of the learning process is referred to as an assesssment, using the learning assessment indicators include diagnostic, formative, summative, and assessment principles and components. Teachers’ performance evaluation instruments designs in the implementation of the new learning paradigm of the Merdeka Curriculum was serve as a reference in conducting evaluations. Through performance evaluation, teachers’ competencies can be measured, learning obstacles can be identified, feedback on classroom needs can be provided, and opportunities for schools and teachers to develop themselves can be created.

Multifactor higher education model taking into account the level of emotional intelligence

Introduction and research problem. Determining the criteria for training efficiency or learning outcomes is one of the primary tasks in the analysis of training efficiency. Despite a significant amount of studies on this topic, there are no clear criteria for determining the factors affecting the quality of education. The research purpose is to develop multifactorial higher education models taking into account teachers and students’ emotional intelligence and determine their impact on training efficiency. Materials and methods. More than 800 students from all faculties of the Financial University and more than 100 teachers took part in the study. The dependence of training efficiency on three factors was taken as a basis. Firstly, there are factors related to the educational process (student’s grade-point average (GPA), teacher’s average rating according to the results of the survey “Teacher as Viewed by Students”, etc.). Secondly, socio-cultural factors consisting of indicators of a content-methodological component, a communicative-informational component, a leisure-household component, a creative component, etc. Thirdly, the factors responsible for assessing the emotional intelligence of a student and a teacher. The influence of these factors on students’ performance is statistically analyzed. Two regression models were developed using 375 responses from teachers and students of the Financial University. Results and discussions. Factors that significantly affect the quality of student learning were identified. The resulting indicator is a student’s GPA for the summer examination period of the 2020-2021 academic year (PA_LS) is directly dependent on the following factors: an indicator of decrease in a teacher’s average rating according to the results of the survey “Teacher as Viewed by Students” (IPSGS); an indicator of the content-methodological component (QMC); a student’s GPA on the previous midterm assessment (PA_ZS). PA_LS is inversely related to the emotional intelligence decline indicator (ISEI); the difference between the average value of emotional intelligence of the teachers who taught the students and the emotional intelligence of this student (ROEI); teachers’ average rating based on the results of the survey “Teacher as Viewed by Students” (PGS_2020) and the level of teachers’ emotional intelligence (EI_t_2020). A very high level of significance of the regression equation was obtained, which corresponds to the level of significance α=1.80∙10-75. Moreover, most of the indicated coefficients of the regression equation are significantly different from zero at a significance level of less than 0.05. Conclusions. The study of the influence of teachers and students’ emotional intelligence on training efficiency showed that there is a statistical relationship between them. The developed multifactorial models made it possible to identify the relationship between an increase in students’ knowledge and a teacher’s change, a decrease in his/her emotional intelligence and students’ general emotional intelligence. The degree of influence of the results of the previous examination period on training efficiency was determined, and a slight positive dependence of a grade for current academic performance on the creative component of students’ sociocultural conditions was noted. The use of modeling various components of the educational process on private models using various methods for their development will allow determining the dependences between them and effectively using the results obtained in the management of the educational process. The developed multifactorial higher education models make it possible to assess the existing relationships between teachers and students’ emotional intelligence and various components of the educational process. The obtained modeling results can be directed and effectively used in the academic governance.

Alignment between actual and planned assessments: implementation of the Accounting curriculum in Eswatini.

This study explored the extent to which the assessments produced by teachers in the implementation of the Eswatini General Certificate of Secondary Education (EGCSE) Accounting curriculum (actual assessment) align with the requirements of the curriculum (planned assessment). EGCSE is a learner-centred curriculum which was introduced in 2006 in Eswatini. It emphasises the development of higher-order thinking skills. The study used a mixed-methods approach and a descriptive survey design. Simple random sampling was adopted to select nine (9) Accounting teachers who participated in this study. Questionnaires, interviews and document analysis were the method used in data collection. Descriptive statistics such as percentages and measures of central tendency were used to analyse quantitative data. Qualitative data were analysed using content analysis. The study found that there is no alignment between what is required of the learner in external and internal assessments. It was concluded that teachers were not implementing the EGCSE Accounting curriculum as intended. In-service training for all senior secondary school Accounting teachers was recommended so to equip teachers with assessment skills for the effective implementation of the EGCSE Accounting curriculum.

Alignment between actual and planned assessments: implementation of the Accounting curriculum in Eswatini.

This study explored the extent to which the assessments produced by teachers in the implementation of the Eswatini General Certificate of Secondary Education (EGCSE) Accounting curriculum (actual assessment) align with the requirements of the curriculum (planned assessment). EGCSE is a learner-centred curriculum which was introduced in 2006 in Eswatini. It emphasises the development of higher-order thinking skills. The study used a mixed-methods approach and a descriptive survey design. Simple random sampling was adopted to select nine (9) Accounting teachers who participated in this study. Questionnaires, interviews and document analysis were the method used in data collection. Descriptive statistics such as percentages and measures of central tendency were used to analyse quantitative data. Qualitative data were analysed using content analysis. The study found that there is no alignment between what is required of the learner in external and internal assessments. It was concluded that teachers were not implementing the EGCSE Accounting curriculum as intended. In-service training for all senior secondary school Accounting teachers was recommended so to equip teachers with assessment skills for the effective implementation of the EGCSE Accounting curriculum.

What Do Teachers Believe? Capturing Accounting Teachers’ Pedagogical Content Beliefs in the Context of Educational Reforms in China

What Do Teachers Believe? Capturing Accounting Teachers’ Pedagogical Content Beliefs in the Context of Educational Reforms in China

PENERAPAN PRINSIP-PRINSIP EVALUASI PEMBELAJARAN PADA MATA PELAJARAN AL-QUR’AN-HADITS

The purpose of this research is to find out how the application of the principles of learning evaluation is carried out in MA Aulia Cendikia. Knowing how the application of the principles of learning evaluation is carried out, it is expected to serve as an evaluation material to improve the quality of education. This research uses descriptive research method, with qualitative approach through observation, interview and documentation using Datan Miles and Huberman analysis techniques. The results of this research are the principles of learning assessment has been conducted, including the principle of integration, pedagogical principles, accountability principles, contingency principles, cooperative principles and there is a principle that is not able to apply in learning assessment activities such as the principle of objectivity.Factors that influence the application of learning evaluation principles to improve student learning outcomes in Al-Qur'an Hadith MA Aulia Cendikia Palembang subject are school administration policies that require teachers to create learning evaluation plans, motivation, teacher's ability to master the material, limited learning hours, teacher accountability and learning infrastructure that really needs to be considered to support this smooth process.

Examining Estonian science teachers’ beliefs about teaching and assessment

This study aims to explore the influence of science teachers’ beliefs on an educational assessment reform adopted in Estonia. Two existing questionnaires were adapted to develop a model to examine teachers’ beliefs about teaching and assessment and administered to a sample of Estonian science teachers (N = 319). The outcomes were examined through confirmatory factor analysis (CFA) and structural equation modelling (SEM). This produced two dominant beliefs in relation to teaching named “teacher-centred” and “student-centred”, plus indicating four purposes for assessment, namely: “teaching improvement”, “irrelevance”, “examination”, and “school and teacher accountability”. Findings indicate most Estonian science teachers express beliefs aligned with student-centred approaches and predict positively teaching improvement purposes for assessment as perceived by teachers, both of which seem to support the implementation of a student-centred reform in the country. However, at the same time, the relatively high rating of teacher-centred beliefs and high valuation of assessment for examination purposes seem to counteract the intended reform.

Level of teacher’s accountability: How accountable are our teachers?

Work accountability is the major factor that leads to the success of any institution. It becomes more important when it comes to the accountability of teachers. The liability of teachers in education scenarios matters a great deal and teacher accountability has become an essential addition to the education system. Keeping in view the importance of teachers' accountability this research was conducted to find out how accountable are the teachers of government schools towards their students, teaching, profession, administration, and society. Working on 50 teachers of Bilaspur district with the teacher’s work accountability tool by Dr. Pratibha Sharma found that 56% teacher level was average 26% were highly accountable and 18% had low accountability.

‘Our system fits us’: comparing teacher accountability, motivation, and sociocultural context in Finland and Singapore

ABSTRACT Every teacher’s classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers’ subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore – education systems with contrasting but comparably effective approaches to teacher accountability – I find that one way in which sociocultural context interacts with teachers’ experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that ‘best practices’ from high-performing education systems are contingent on implementation contexts.

Governing teachers through datafication: Physical–virtual hybridity and language interoperability in teacher accountability

In this paper, we draw on Foucault's and Deleuze's theorisations of discipline and control, respectively, to understand a teacher accountability system in the US state of Texas: the Texas Teacher Evaluation and Support System (hereafter, T-TESS). Specifically, we focus on the interplay of physical and virtual modes of governance – which we develop here as physical– virtual hybridity – and the techniques that make these physical and virtual domains compatible via language interoperability, with T-TESS deployed as a representative empirical case to show how such technologies work to govern teacher subjectivity. First, in-person appraiser meetings and observations re-code teachers’ linguistic behaviours, so their physical bodies and practices can become legible to and interoperable with the hybrid T-TESS system. This avoids any possible syntax errors between the linguistic expression of physical teacher speech and the digital coding language of T-TESS. Second, these digital bodies of data can now be viewed as proxies for the physical teacher body in the classroom, allowing the constant modulation in physical space (teacher bodies) and digital space (bodies of data). This is the physical–virtual hybridity of T-TESS, whereby discipline and control work symbiotically to govern both the physical and the digital expressions of teachers and their teaching. In this way, the disciplining of teachers’ language has profound effects on teachers’ bodies, both corporeal and digital.

AN ANALYSIS OF INTERMEDIATE LEVEL CHEMISTRY STUDENTS’ OBSERVATIONS REGARDING THE CURRENT TEACHING PRACTICES IN CLASSROOM

To learn scientific concepts and to develop problems solving ability, students should be presented to an environment where inquiring and investigation is encouraged through interactive teaching approaches. To this consequence, a quantitative study is conducted to analyze intermediate level chemistry students’ observations regarding the current teaching practices in classroom. 680 students, 40 from eight Government Higher Secondary Schools (GHSSs) and 45 from eight Government Degree Colleges (GDCs) were selected randomly from all of Government Higher Secondary Schools and Degree Colleges. The study prevails the practice of traditional method while interactive approaches and use of audio-visual aids are more or less ignored consequently inquiry based interactive learning environment has not been achieved in classroom. Lack of accountability of teachers’ performance and shortage of required teachers in government institutes makes the situation worse. It has been suggested that interactive approaches and use of audio- visual aids should be promoted in order to develop problems solving ability in a science classroom. Dutifulness among teachers should be ensured through proper check, so as need to overcome shortage of teachers.

Implementation of Teacher Performance Appraisal and Development in Secondary Schools in Nandi North Sub-County, Kenya

The teacher performance appraisal and development tool was introduced by the Teachers Service Commission to promote teacher accountability, enhance instructional quality, identify areas where teachers need additional development and promote the overall academic outcomes of schools in Kenya. The response of teachers and school administrators to TPAD has been mixed, with some schools embracing it wholly while others rejected the idea. The purpose of the study was to investigate the state of implementation of teacher performance appraisal and development in public secondary schools in Nandi North Sub-County, Kenya. The study used ex-post facto research design. The target population was 417 teachers and 55 principals of the 55 public secondary schools in the Sub-County. Stratified random sampling was used to select 11 schools to take part in the study. Further, stratified random sampling was then deployed to select 125 teachers and 11 principals to take part in the study. Data was collected using a questionnaire for teachers and interview guide for school principals. Quantitative data was coded into SPSS version 20 and analyzed descriptively using frequencies and percentages. It was then presented using frequency distribution tables with explanations. Qualitative data was analyzed thematically. The findings of the study showed that teachers were subjected to the filling of the TPAD and that appraisal has improved their instructional performance. It was concluded that teacher evaluation is a critical and regular routine in most school calendars. It is a very valuable period for administrators to improve instruction and learning. Therefore, it was recommended that before setting foot in the classroom for a lesson observation, principals need to sit with the teacher to discuss the upcoming lesson that is to be observed and the expectations of the appraisal process.

How to Enhance the Practical Teaching of Student Finance and Accounting Under the New Curriculum Reform

At the current stage, the new curriculum reform concept is deeply rooted in the hearts of the people. Under the influence of this, finance and accounting teachers begin to pay more and more attention to the subject status of students in teaching, 
 pay more and more attention to meet the financial learning needs of students in teaching, pay attention to the training of students’ 
 financial application ability in teaching. This paper discusses how to further optimize the teaching of finance and accounting from 
 the perspective of the importance and diversity of practical teaching.

THE RELATIONSHIP BETWEEN MIND MAPS AND LEARNING APPROACHES OF MATHEMATICS AND ACCOUNTING TEACHERS TAKING PEDAGOGICAL FORMATION EDUCATION

Learning approaches are thought to be related to the attitude of individuals towards learning. Mind maps, on the other hand, can be considered as visual tools that enable learning when looking at the definitions in the literature. The problem of this research is whether the methods preferred by individuals while creating mind maps and the quality of the mind maps they create are shaped according to their learning approaches. In the research, it was aimed to reveal the relationships between the learning approaches of pre-service mathematics and accounting teachers who received pedagogical formation education and the department they study in, and some variables (mind map score, mind map construction method) based on the mind maps they prepared. The research was carried out in a survey design, which is one of the quantitative research methods. The study group of the research consists of 59 (21 mathematics, 38 accounting) teacher candidates who took the "Special Teaching Methods" course in the pedagogical formation education program. For the content of the course, an explanation was given to the teacher candidates about how to prepare mind maps and what to consider when preparing mind maps. The first of the two measurement tools used in the research is the mind maps prepared by the pre-service teachers about special teaching methods. The second one is the "Learning Approaches Scale" developed by Biggs et al. (2001) and adapted to Turkish by Batı et al. (2010) and ensured its validity and reliability. The scale was applied online to 59 pre-service teachers who constituted the study group of the research. Analysis of the obtained data was carried out with Independent T-Test and One-Way Analysis of Variance (ANOVA). In the findings of the analysis, it was revealed that both mathematics and accounting teacher candidates were inclined to the deep learning approach. At the same time, no significant difference was found between the learning approaches of the pre-service teachers and the department they studied, their mind map scores and mind map making methods. Finally, a general evaluation was made for the findings and suggestions were made for the studies to be done in this field.

Professional Learning Groups: is it possible to reimagine appraisal culture?

This article draws on a case study of how one school changed its annual appraisal process through the use of Teaching as Inquiry (TAI). Appraisal lies at the nexus of accountability and support for teachers, amidst a backdrop of global neo-liberal reforms and education policy initiatives that has ultimately eroded trust in teachers. This case study will employ the use of Michel Foucault’s “governmentality” (2000a, p. 201) to look at the annual examination of teacher work through appraisal. The contestability of this space, as teachers become sites of both resistance and drivers for change, is highlighted and the successes and challenges of recent innovations will be discussed. While TAI provides opportunity to do ‘ethical work’ to transform teaching pedagogy, it raises the key question of how to reimagine appraisal to adequately provide accountability and promote excellence. A collaborative approach using PLGs (Professional Learning Groups) and critical friends is proposed as one innovative method of transforming teaching pedagogy in this space.

Teacher's Motivation on the Use of Virtual Learning Environment (VLE): The Effect of Social Factors, Self-Efficacy and Technological Support

Virtual learning environment or VLE has been introduced in educational institutions such as schools, colleges and universities to encourage a systematic online teaching and learning platform. The application of VLE is suggested as one of the mediators to vary the delivery process therefore teaching and learning process will be easier and more interesting. This paper aims to examine the effect of social factors, self-efficacy and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through questionnaire administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. Reflective measurement model in Partial Least Square-Structural Equation Modelling was utilized to measure the effect of exogenous latent variable on the endogenous latent variable. Results indicated that social factor namely (colleague, administrators and school culture) significantly effect the use of VLE among teachers. The finding can be interpreted as teachers with higher value of social factors have higher intention to use VLE in his/her teaching and learning. Further, self-efficacy and technological support (facilities quality, internet access and technical support) positively influence teachers’ to apply VLE during teaching. This paper proposes that teachers need to be given ongoing support and appropriate training to develop their skills in using digital technology. Further, the quality of technological facilities in schools need to be developed to promote effective educational processes and motivate teachers to use digital technology.

Literacy Analysis of Information and Communication Technology for Vocational High School Teachers in Using Augmented Reality Media

<em>Information and communication technology (ICT) literacy is a fundamental skill that every educator must possess in the 21st century. This study looks at the category of ICT literacy levels of accounting teachers in vocational high schools. This research is quantitative descriptive. The research sample consisted of 35 accounting teachers at a vocational high school in Surakarta. Five categories were used to categorize the level of ICT literacy, while the aspects measured in ICT literacy comprised six domains: access, manage, integrate, evaluate, create, and communicate. Data were collected using the methods of observation, interviews, and questionnaires. Data obtained through questionnaires were then analyzed using descriptive analysis techniques with percentages. The results showed that the six aspects measured in each category, on average, were in the relatively good category, the level was quite good (40%), the level was good (22%), and the level was very good (20%). It explains that ICT literacy in utilizing augmented reality media combines the ability to access, intellectually, interpret, communicate, and new skills to effectively use information and communication technology.</em>

Investigating groupings in pre-service accounting teachers’ attitudes towards mathematics

Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematicsMethods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p 0.050 level of significance.Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.