ERIC Number: ED455212
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Teachers' Perceptions of Accountability.
Mathers, Judith K.; King, Richard A.
This study examined Colorado teachers' perceptions of internal and external accountability. K-12 teachers in large, medium, and small school districts completed surveys that asked about the degree to which they perceived they were accountable for specific items in their classroom and building and the degree to which they perceived themselves to be accountable to specific people or groups. Overall, teachers viewed accountability from a primary focus on self from within the isolated classroom environment more so than from the external accountability of the state performance based accountability system (PBAS). Although their highest sense of accountability was to themselves, they were nearly equally accountable to their students. Teachers felt more accountable for items under their direct control (e.g., curriculum, learning climate, and student achievement) than items they might influence but not control (e.g., parent involvement and student attendance). Teachers felt more accountable for items in the classroom than for those same items in the building. Teachers favored indicators in a PBAS that did not influence their behavior and were less in favor of including ones that would influence behavior. Teachers' perceptions of accountability did not depend on demographic characteristics. (Contains 28 references and 8 tables.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado