Thesis (Ed. D.) in Educational Leadership-University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 97-104).

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Throughout the 1970's many "accountability systems" were developed and offered as panaceas for curing the ills of education. The purpose of this study was to develop a method by which the wide variety of accountability designs could themselves be held accountable, and then to apply the methodology of these evaluation criteria to develop an accountability system that would, in fact, accomplish the basic ends of accountability and thus place the entire process of education on a deliberate basis. The design and effectiveness of accountability systems, at the application level, presuppose the rules of the more fundamental target, sequence, and relational models that provide the rules and categories for the development of all manner of accountability systems. As part of this study's investigation, the purposes and goals, objectives and activities, support conditions and evaluations of selected accountability evaluation systems were reviewed and placed into a design. The bases for the categories of accountability and the ways in which definitional types were used by those systems of accountability clearly set conditions for the performance of the accountability system. An examination of some of the accountability criteria used by evaluation designs resulted in the identification of three levels of evaluation associated with accountability. These criteria judged the ability of systems to (1) measure the data or material involved in the system, (2) provide a format or structure for collecting and classifying the information generated by the system, and (3) a statement of the mission goal or objective which provides the purposes for the system. Using these criteria as guidelines, selected literature related to accountability systems was reviewed and critiqued. The literature represented a variety of systems ranging from the use of standardized tests, to performance contracting, to the systems approach. The criteria for evaluating the systems presented in the literature were used as guiding standards for the development of a model for a comprehensive accountability system. The system developed in this study, the Parallel Pairs model, is derived from the more generic concepts developed through the use of relational models. This model permits the interrelationship of two categorical systems within the same framework. Thus, the accountability categories are capable of being interrelated with and subsumed under the categories of education. Moreover, the hierarchical structure of the model provides for placing the evaluation categories and criteria into levels. The use of the Parallel Pairs accountability model should provide a means for separating and isolating, continuing and phasing the complex variables that will emerge in the future expansion of science and technology in our daily lives. The model is based upon five evaluation types with the same system. These evaluations make it possible to evaluate individual activity accomplishments, accomplishments by categories, management of specific projects, the effective management of projects, and a comprehensive evaluation of the overall results of an educational system in a district. The accountability model proposed by this study was predicated upon the articulation and application of the criteria that produce a "good" accountability system. The foundation of this study was based upon the exploration of those model bases that give rise to the variety of accountability systems. The criteria and model presented by this investigation should contribute substantially to the understanding of models accountability and evaluation by the general public as well as to offer specialists in evaluation an in-depth perspective on the internal, technical, and methodological issues in forming an evaluation of any kind. The criteria for accountability for models of evaluation offer a clear insight into accounting for accountability and effective evaluation.

Principals and instructional coaches from four high-performing and equitable-performing elementary schools stratified by socioeconomic level were interviewed. The main concern of participants was meeting student performance challenges set by accountability systems and measured by mandated tests. This concern was manifested in a focus on the needs and educational progress of individual children. Other participant concerns included investing in teachers, analyzing test data collaboratively, intervening on behalf of struggling students, dealing with the current accountability environment, building productive learning environments, achieving educational equity, and maintaining identity as a leader. Participants demonstrated a rather low knowledge of accountability system mechanics and ambivalence about accountability system features; however, they fully embraced the spirit of "leaving no child left behind." They also emphasized many elementes of leadership that predate the current accountability environment, including instructional leadership, professional learning communities, and high expectations for students. Although categories were consistent among the schools, other factors co-vary with school size (performance unit of analysis) or school socioeconomic status (future vs. present orientation). A statistical measure for evaluating the educational equity of schools is introduced.

This qualitative research examines how school principals perceive social justice and accountability, the actions they take, and the reasoning process they use in their attempt to satisfy accountability mandates while simultaneously tackling the various causes of social injustices in their schools. This constructive study aims to gain an in-depth understanding of the world from the subjects’ points of view, to unfold the meaning of their experiences, and to uncover their lived world. It employs semi-structured interviews with open-ended questions guided by the conceptual framework developed from review of literature on social justice, educational leadership, and accountability policy. Twenty-two school principals and vice-principals from the Greater Toronto Area (GTA) were interviewed. The findings show that some participants define social justice as equity, which goes from the economic and political dimensions of resource distribution and equality of opportunity and access, to the cultural aspect of social representation and inclusion. Some view public education as a social justice endeavour with a particular reference to the purpose of public education. Others construe social justice by focusing on its end goal – the academic and social outcomes of students and the impact on their lives. Study participants implement their social justice beliefs and values in praxis by engaging all stakeholders and catalyzing them to be the new force for the social justice movement. Evident in this study is that participants enacted their social justice practices by putting students at the centre, positioning themselves as social justice leaders, developing people for social justice, building school climate through justice, and fostering positive relationship with families and communities. Under current accountability context, principals in this study responded to the current reform by going beyond its narrow focus through instilling a sense of moral responsibility in their perceptions of accountability itself. As social justice activists, they are proactively engaged in expanding its parameters by encompassing the moral, social, and professional aspects of their accountability. Leading for social justice thus becomes a process of constantly confronting and tearing down such obstacles and barriers by leveraging the politics of accountability and social justice to move towards what is best for students.

In the current context of health care, the registered nurses’ perception and enactment of accountability may be constrained by many factors out of their control. The purpose of this research was to examine how registered nurses perceive accountability and translate this to professional practice. A Grounded Theory approach was adopted to explore 11 registered nurses’ understanding and experiences enacting accountability in clinical practice. Data were obtained through semi structured interviews. The theory that emerged provides a detailed portrait of the process of enacting and/or retreating from accountability. The process encompasses 4 stages where the registered nurses: develop personal understanding, then gain professional knowledge, find their way in the complex healthcare system and concludes with becoming professionally confident. The development of the stages exposed a multitude of challenges faced by the registered nurses in fulfilling accountability expectations. Importantly, the registered nurses’ expended significant effort in finding a balance between their individual accountability and the collaborative accountability of the healthcare team and organization which contributed to retreating from accountability. The contextual factors of financial and human resources, institutional culture and healthcare system processes were found to contribute to the registered nurses enacting and/or retreating from accountability. The study findings illustrate the importance of ongoing reflective practice, mentorship and continuing education, all of which have implications for nursing educators and healthcare executives in preparing and supporting registered nurses’ in practice. Further research on the concepts of this theory of accountability is needed to obtain a greater understanding of how the concepts can be operationalized within the context of current healthcare systems.

The dissertation examines the Texas Foundation School Program (FSP) empirically to determine its effectiveness in meeting state constitutional requirements and legislative policy goals. Three research questions guided this study, two of which focused on the relationship between campus-level expenditures and standardized test performance, while the third analyzed the influence of a district’s property wealth designation on its respective accountability rating. Longitudinal Texas Academic Excellence Indicator System data, consisting of selected academic performance indicators and funding components, was collected from the Texas Education Agency. Approximately 7,000 campuses and 1,050 districts per year of study comprised this data. Ordinary least squares multiple regressions and multiple logistic regression analyses were conducted to identify significant predictors of campus expenditures, campus standardized testing performance, and district academic accountability ratings. After examining the FSP and its funding components empirically, evidence suggests that while campus-level funding components positively predict the ability of a campus to spend, they do not predict campus academic performance. Key campus funding components, such as compensatory education and special education, do not appear to be funded at appropriate levels to contribute to positive performance outcomes. If vertical equity is important, then the FSP appears to have the conceptual structure, but not the funding levels, in place to contribute to positive academic outcomes at the campus level. Data also suggests that a district’s wealth designation is not a significant predictor of accountability ratings. Though property wealth plays a key role in determining district revenue and expenditures, it does not appear to influence Texas accountability ratings to the same extent.

In the midst of the international development agenda, two concepts have recently emerged, transparency and accountability. These concepts represent ideas, which have shaped the current direction in which development has been managed. Recent international agreements and partnerships, including the Paris Declaration for Aid Effectiveness and the Accra Agenda for Action, have mentioned transparency and accountability as principles that may create greater aid effectiveness. In a time of austerity, development aid has come under pressure to create results. Transparency and accountability are concepts that may allow for an efficient use of Overseas Development Assistance (ODA). Large donors of ODA shape the development agenda. Yet, many developed nations face questions from citizens regarding finances. The European Union (EU) has provided an example of integration and coherence within development policies. EU Member States and the EU are large donors of ODA. However, the austerity measures have caused a need to re-examine the way in which development aid is spent. Transparent and accountable policies may create effectiveness and efficiency within the deliverance of ODA. By examining the EU and EU Member States, the relevance of transparency and accountability may be understood. This thesis attempts to divulge the complex relationships between transparency, accountability, co-operation and the EU. Furthermore, primary data has been collected on the levels of transparency and accountability within the EU and EU Member States. The role of co-operation and partnership for these actors provides a greater understanding of the perspectives towards development aid. Transparency and accountability may allow for responsibility and trust to occur within co-operative efforts in implementing development aid. The relevance, purpose, and operationalisation of the concepts are central to this research.

The study was designed to facilitate the development of a set of guidelines which might be used by administrative personnel of a school system to plan and implement a program of teacher evaluation. A review of literature and research relative to teacher evaluation programs was made to identify principles and desirable practice relative to the development of evaluation philosophy, approaches and activities. The review of literature was intended to also focus upon purposes of evaluation, responsibilities for making evaluations, criteria for evaluation and acceptance of evaluation procedures and techniques by professional faculty.The study also included a review and analysis of evaluation programs conducted within the seventeen member school systems of the Northwest Indiana Public School Study Council as of September 1973. Written descriptive materials and all directions, forms and regulations relative to the teacher evaluation programs were provided by the superintendents of the member school systems. All materials were analyzed in order to determine the nature, scope and procedural characteristics of practical. on-going evaluation programs.From the analysis of literature in the field and from the analysis of the selected number on on-going evaluation programs actually being used in school settings, it was intended that guidelines and suggestions could be developed which could be of vague to school officials and administrative personnel desirous of planning and implementing a program of teacher evaluation.Review and analysis of teacher evaluation literature and on going programs utilized by the member school corporations of the Northwest Indiana Public School Study Council were used in formulating and recommendations. The recommendations focus on procedures deemed necessary for the development of an effective teacher evaluation program and include recommendations relative to responsibilities of school organization personnel, developmental procedures, evaluation program content, and implementation and follow-up procedure.The findings from a review of literature and on-going programs of teacher evaluation made it possible to draw certain conclusions. Conclusions were also based in part on the unreported reading done, conversations held with professional educators, personal experiences as an educational administrator as well as personal observations and reflections. Sixteen separate conclusions were drawn. A few of the most important ones are: Teaching performance can and must be evaluated by administrators and/or supervisory personnel within the public school setting. The board of School Trustees must specify the purpose of a teacher evaluation programas it relates to the goals of the local system, and the implementation of an evaluation program is the responsibility of the administrative staff of the corporation.The guideline recommendations for planning and implementing a teacher evaluation program touches on the following considerations. These are the responsibilities of the board of school trustees, the superintendent of schools, and the evaluation committee which has been established by the superintendent of schools. The content of the teacher evaluation program should include purposes of the program, operational considerations, a development of assessment guide, and the development of report forms to be used in addition to assessment guide. Implementation and follow-up recommendations are also a part of the guideline recommendation3 made as a result of the study.

Audit committees are an integral part of good corporate governance and their establishment strengthens the credibility of governments. As a foundation of good governance, audit committees are positioned to provide an objective assessment of whether or not public resources are responsibly and effectively managed. They also promote accountability and integrity, as well as improvement in the operations of governments and municipalities. The establishment of audit committees in the local sphere of government came with the advent of modernisation in terms of the budget and financial management, which was intended to strengthen accountability. The requirement for effective utilisation of resources by local government is critical for the support and empowerment of local communities and delivery of effective services. The audit committee framework for local government, which is provided by the Municipal Finance Management Act (56 of 2003), is underpinned by principles of good governance and accountability, which promote the effective functioning of audit committees. However, there are perceptions and arguments advanced in the literature regarding the effectiveness of audit committees as an accountability structure. This was brought about by the recurring reported incidences of the failure of businesses, which took place despite the existence of rules and laws regulating the function. As a result, trends of leading best practices were established, which enhanced audit committees' performance and were adopted as a proxy for the measurement of audit committees’ effectiveness. The focus of the study is on validating the perception by management that the audit committee of the Westonaria Local Municipality (WLM) is effective in the execution of its oversight role. A literature study on the functioning of audit committees have been undertaken, official municipal documents were analysed and a questionnaire has been developed and utilised as a means for gathering data, in order to prove the hypothesis to be either true or false. The areas investigated in this study demonstrate that the audit committee of WLM is generally effective in the execution of its oversight function. The findings of the study also identified certain areas in the audit function which require the attention of both management and the audit committee of the municipality. More specifically, the observations made in the study include the following: (i) that audit committee members are not provided with the agendas and reports in sufficient time for them to adequately prepare for meetings; (ii) that a productive relationship between the audit committee and the management of the local government has to be maintained; (iii) that there is a lack of informal meetings between the audit committee and the external and internal auditors; (iv) that no appropriate training of the audit committee on existing and potential audit risks in local government is in place; (v) that there is an absence of continuous learning programmes for the members of the audit committee; and (vi) that audit committee members do not evaluate themselves in terms of their level of knowledge regarding the functioning and activities of their audit committee. Attending to these aspects, as identified through this study, will further improve the audit committee’s activities in the WLM. These aspects are therefore not viewed in a negative light, but are rather regarded as a positive venture to be addressed by municipal management and the audit committee, in order to improve the functioning of the audit committee. These aspects should therefore be added to the many positives aspects that are identified concerning the WLM audit committee, as discussed in this study. / M Public Administration (Development and Management), North-West University, Potchefstroom Campus, 2014