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ERIC Number: ED063270
Record Type: RIE
Publication Date: 1971
Pages: 11
Abstractor: N/A
Reference Count: 0
Accountability and Teacher Satisfaction.
Horton, Robert; Bryan, Clifford
The relationship between accountability and teacher satisfaction is examined both from the teachers' perceptions of accountability and the concomitant effects. The research was conducted in the Grand Rapids (Michigan) Public School System as part of a larger evaluation of "Experiments in Early Education: A Comparative Assessment of Project Follow-Through, Project Read and the Basal Reading Program." The sample was composed of 64 teachers from three different programs: 21 from a high accountability group, 15 from a medium group, and 28 from a low accountability group. The research covered 1) the extent of satisfaction with accountability, by program; 2) teachers' perceptions of extent of accountability by program; 3) identification of source of pressures for accountability, by program; 4) extent of pressures for accountability from administrative and parental sources, by program; 5) extent of work created by level of accountability; 6) the effect of level of accountability upon teacher effectiveness and sense of professionalism; and 7) the satisfaction with in-service training, cooperation of supervisors, and supervisors evaluation process, by level of accountability and program. Results indicated that greater accountability may increase a teacher's sense of effectiveness and professionalism, in-service training along with positive assistance from supervisors may increase satisfaction and teacher effectiveness, and regarding the placement of teachers into contract learning or highly structured programs, preference toward less experienced teachers may be warranted. (MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A