While school accountability continues to gain national prominence in the highly centralised Education System of the Seychelles, concerns have been raised as to how accountable school leaders and teachers are in the primary schools. Through a mixed methods approach using questionnaires, interviews, observations as well as documentary analysis in two case studies, the study uses a conceptual base to examine school leaders and teachers‟ accountability from the perspectives of five stakeholder groups: headteachers, subject coordinators, teachers, schools‟ PTA chairpersons and students. In the primary schools, job descriptions have a significant influence on the understanding of accountability, where it is mostly taken to mean responsibility. Accountability in the primary schools is problematic in many aspects, particularly in the use of reporting as an accountability mechanism, recording preceding account giving, consequences, responding to demands of accountability from stakeholders because of their various interests and the lack of reciprocal accountability from parents and students in decision making. The study also indicated some positive trends emerging in schools, including professional accountability where mechanisms in place enhance highly collaborative relationships among teachers and school leaders.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:582203 |
| Date | January 2012 |
| Creators | Figaro, Veronique |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/55488/ |
Page generated in 0.0019 seconds