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Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2016 = 6.17, www.srjis.com UGC Approved Sr. No.45269, JULY-AUG 2017, VOL- 4/35

TEACHERS ACCOUNTABIL ITY AS PERCEIVED BY CHAIRPERSONS AND TEACHERS Meenakshi 1 & Banti Rani 2 1

Assistant Professor, Shah Satnam Ji College o f Education, Sirsa-125055,

India. 2

Assistant Professor, Shri Sai Baba College of Education, Siwan, Haryana.

Teachers Accountabil ity is an old and widely discussed phenomenon. Ma ny researchers have made incalculable efforts to study the dimensions of Teachers Accountability. This study is aimed t o study the opinion of chairpersons and teachers regarding t eac hers’ accountabili ty towards students, classroom and institution, teachers’ activities, society and nation , and interpersonal relationship. Through data analysis , it is found that teachers have favorable opinion regarding teachers’ accountabili ty towards s tudents, classroom and ins titution, and teachers’ activities while they don’t have favorable opinion regarding teachers’ accountability towards society and nati on, and interpersonal relationship. Furthermore, it is found t hat chairpersons have favorable op inion regarding teachers’ accountability towards students, classroom and instituti on , and society and nation. On the other hand, chairpersons don’t have f avorable opinion regarding teachers’ accountability towards teachers’ activities and interpersonal relationship. Keywords: Teachers, Accountability, Cl assroom, Interaction , Chairpersons , Nation, Achievement , Society etc.

Scholarly Research Journal's is licensed Based on a work at www.srjis.com Concept Development The concept of „Teachers Accountabilit y‟ consists of two different but interrelated terms: the one is „Teachers‟ an d another is „ Accountabilit y‟. Accountabilit y may be termed as “responsibilit y to someone or for some activit y”. When considering a teacher‟s accountabilit y, we relate it t o the teacher‟s responsibilit y towards his students and their learning progress. Accountabilit y may be described as a phenomenon which involves the duties of individuals, chairpersons and the institutions towards students and the whole education system. It maintains that teachers are responsible to bring Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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qualit y in their products (student s) and improve their knowledge, skills, attitudes and behavior. Literature Review and Rationale of the study Lund (1990) found accountabilit y to be in a hierarchical configuration. The basis for this hierarchy was teacher monitoring. Newmann, King & Rigdo n (1997) found that only seven of the twenty college had strong accountabilit y s ystems. There 7 colleges had all 4 components of a complete accountabilit y s ystem:

information,

standards,

consequences

and

agent

judge

organizational performance. Thrupp, Mansell, Hawksworth, & Harold (2003) reported that that educators were determined that they may be accountable for student achievement but to a limited extent due to the impact of family background. Kleinhenz & Ingvarson (2004) explored the strong link b etween teacher qualit y and student learning outcomes calls for effective systems of teacher accountabilit y. School s ystems in all Australian states have established policies and practices to raise levels of teacher accountabilit y, but it remains doubtful w hether they have the capacit y to deliver on teacher qualit y assurance or improvement in teachers‟ practice. Most of principals and teachers opined that the teachers are accountable towards the academic achievements of students, punctualit y in taking class, completion of the assigned syllabus in time, updating the knowledge of students, organization of co -curricular activities, preparation for

examination,

providing

guidance

and

counseling

among

students,

inculcating of higher values and helping in improving college Campus (Sahu 2002). It is concluded from the related literature that the intense research regarding teachers‟

accountabilit y

universit y

level

remained

unexplored .

Therefore, a need is felt to investigate the Teachers' Accountabilit y a s Perceived by Chairpersons and Teachers o f Chaudhary Devi Lal Universit y, Sirsa. Objectives, Research Questions and Hypotheses The major objectives of this research work are: 

To study the opinion of chairpersons regarding teachers‟ accountabilit y

Meenakshi & Banti Rani (Pg. 6353-6366)

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towards students, classroom and institution, teachers‟ activities, societ y and nation; and interpersonal relationship. 

To study the opinion of teachers regarding teachers‟ accountabilit y towards students, classroom and institution, teachers‟ activities, societ y and nation; and interpersonal relationship.

The present study aimed to anal yze the following questions: 1. Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards students? 2. Do the teachers have favorable opinion regarding teachers‟ accountab ilit y towards classroom and institution? 3. Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards teachers‟ activities? 4. Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards societ y and nation? 5. Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards interpersonal relations? 6. Do

the

chairpersons

have

favorable

opinion

regarding

teachers‟

favorable

opinion

regarding

teachers ‟

opinion

regarding

teachers‟

opinion

regarding

teachers‟

opinion

regarding

teachers‟

accountabilit y towards students? 7. Do

the

chairpersons

have

accountabilit y towards classroom and institution? 8. Do

the

chairpersons

have

favorable

accountabilit y towards teachers‟ activities? 9. Do

the

chairpersons

have

favorable

accountabilit y towards societ y and nation? 10.Do

the

chairpersons

have

favorable

accountabilit y towards interpersonal relations? In order to accomplish the objectives of the study following hypotheses were framed and the same were further tested: H1: Teachers have favorable opinion regarding teachers‟ accountabilit y towards students. H2: Teachers have favorable opinion regarding teachers‟ accountabilit y Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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towards classroom and institution. H3: Teachers have favorable opinion regarding teachers‟ accountabilit y towards teachers‟ activities. H4: Teachers have favorable opinion regarding teachers‟ accountabilit y towards societ y and nation. H5: Teachers have favorable opinion regarding teachers‟ accountabilit y towards interpersonal relations. H6:

The

chairpersons

have

favorable

opinion

regarding

teachers‟

favorable

opinion

regarding

teachers‟

opinion

regarding

teachers‟

opinion

regarding

teachers‟

opinion

regarding

teachers‟

accountabilit y towards students . H7:

The

chairpersons

have

accountabilit y towards classroom and institution. H8:

The

chairpersons

have

favorable

accountabilit y towards teachers‟ activities. H9:

The

chairpersons

have

favorable

accountabilit y towards societ y and nation. H10:

The

chairpersons

have

favorable

accountabilit y towards interpersonal relations. Research Methodology For the purpose of the study, the researcher randoml y collected primary data from the respondents i.e. 10 chairpersons and 5 0 teachers of Chaudhary Devi Lal Universit y, Sirsa. The present study is descrip tive in nature. Th e researchers used questionnaire developed by Satish Kumar (2006 -07) as tool for collecting data. Th e questionnaire comprises 25 items. The questionnaire contained two responses 'Yes' and 'No.' In the questionnaire '1' marks is assigned to 'Yes' or 'Agree" and '0' is assigned to 'No ' or Disagree. Analytical Procedure, Result a nd Discussion For the purpose of anal ysis of data simple measures like frequencies and percentage were used. Research Questions 1: Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards students? Hypothesis 1: The teachers have favorable opinion regarding teachers‟ Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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accountabilit y towards students. Table 1: Perception of teachers regarding teachers' accountability towards students. Ite m No.

Statement of item

Frequency &percentage Yes No

Sourc e value

Do you provide career counseling to students? Do you wor k for better academic achievement of students? Do you take special consideration for slow learners? Do you make special efforts for brilliant students? Do you assist students in preparation of their exam?

45 (90%)

5 (10%)

46 (92%)

4 (8%)

27 (54%)

23 (46%)

37 (74%)

13 (26%)

47 (94%)

3 (6%)

16 21

It is revealed from table no. 1 that most of teachers are very much responsible towards students. Teachers make efforts for the better learning and academic achievements of the students. 90% Teachers have opined that they provide guidance and counseling among the students where as 10% teachers opined that they don‟t provide guidance and counseling among students. 92% Teachers opine that they work for better ac ademic achievement of students. 54% Teachers take special consideration for slow learner but 46% teachers don't take special consideration for the slow learner.74% teachers make spec ial efforts for brilliant student. 94% teachers assist students in preparation of their exam only 6% teachers don't assist students in preparation of their exam. Thus, the hypothesis that teachers‟ have favorable opinion regarding teachers‟ accountability towards students is accepted. Research Question 2: Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards classroom and institution? Hypothesis

Teachers

have

favorable

opinion

regarding

accountabilit y towards classr oom and institution.

teachers‟

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Table 4.2: Perception of teachers regarding teachers’ accountability towards classroom and institution . Ite m No. 2 7 12 17 22

Statement of item Do you maintain students‟ academic progress record? Do you have contr ol over the classes? Do you have good command on related subj ects? Do you help in i mproving institutes environment ? Do you moti vate students to participate in co-curricular activities?

Frequency &Percentage Yes No 39 (78%) 11 (22%) 43 (86%) 7 (14%)

Source

134 (68%)

29 (58%) 45 (90%)

16 (32%) 21 (42%) 5 (10%)

39 43

29 45

It is evident from table 2 that the most of teachers has opined that they are responsible or accountable tow ards classroom and institution. 78% teachers maintain students‟ academic progress record a nd 22% teachers don't maintain students‟ academic progress record. 86% teachers have good control over the classes. 68% teachers have command on related subject but 32% teachers don't have command on related subject. 58% teachers help in improving institutes environment but 42% don't help in improving the institution‟s environment 90% teachers motivate the students to participate in co curricular activities. The Hypothesis that the teachers have favorable opinion towards teacher's accountabilit y regarding c lassroom and institution is accepted. Research Question 3: Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards teachers‟ activities? Hypothesis 3: The teachers have favorable opinion regarding teachers‟ accountabilit y towards teachers‟ activities.

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Table 3: Perception of teachers regarding teachers’ accountability towards teachers’ activities. Item No.

Statement of item

Are you regular in attending the depart ments? Are you punctual in taking classes? Do you make adequate preparation for teaching? Do you use audio -visual teaching aids? Do you use new met hods and techniques?

8 13 18 23

Frequency & Percentage Yes No 34 16 (68%) (32%) 28 22(44%) (56%) 33(66%) 17 (34%) 25 25 (50%) (50%) 32 18 (64%) (36%)

Source value 34 28 33 25 32

The table 3 reveals that the teachers are aware and conscious of their activities. 68% teacher are regular in attending the department but onl y 56% teachers are punctual in taking classes. 66% teachers prepare themselves adequatel y for teaching. It is revealed that onl y 50% teachers use audio visual aids during teaching. 64% teachers are there who use the new methods and techniques for teaching. It is evident from the table that there is not much good results about the responsibilities of teache rs towards their activities. Teachers have favorable opinion towards teacher's accountabilit y regarding teachers' activities, therefore, the hypothesis is accepted. Research Question 4: Do the teachers have favorable opinion regarding teachers‟ accountabi lit y towards societ y and nation? Hypothesis 4: The teachers have favorable opinion regarding teachers‟ accountabilit y towards societ y and nation. Table 4: Perception of teachers regarding teacher's accountability towards society and nation. Ite m No .

Statement of Item

Frequency percentage Yes No

Do you inculcate higher values among students? Do you participate in communit y development programme?

35 (70%)

25 (50%)

15 (30%) 25 (50%)

Sour ce valu e 35 25

Meenakshi & Banti Rani (Pg. 6353-6366) 14

Do you participate in national welfare programme? Do you or gani ze cultural activities?

16 (32%)

34 (68%)

33 (66%

17 (34%)

Do you celebrate national festivals depart ments?

26 (52%)

24 (48%)

the at

6360

It is evident from the table 4 item No. 4 that the 70% teachers try to inculcate higher values among student but 30% teachers do not do so. 50% teachers participate in communit y development activities and works. Onl y 32% teachers participate in national welfare programme but the 68% teachers don't bother about the national welfare and deve lopmental programme. 66% teachers help in organizing the cultural activities. 52% teachers celebrate the national festivals at departments but 48% teachers don't celebrate such festivals at departments. All teachers don't have favorable opinion towards teachers‟ accountabilit y regarding society and nation thus hypothesis made by researcher is rejected. Research Question 5: Do the teachers have favorable opinion regarding teachers‟ accountabilit y towards interpersonal relations? Hypothesis 5: The teachers h ave favorable opinion regarding teachers‟ accountabilit y towards interpersonal relationship? Table 5: Perception of teachers regarding teachers’ accountability towards interpersonal relationship. Ite m No . 5

10 15 20

Statement of item

Do you infor m the parents about students‟ perfor mance? Do you have healthy relations with chairpersons? Do you make good relation with their colleagues? Do you help in administration of depart ments?

Frequency Percentage Yes No

Sour ce value

19 (38%)

31 (62%)

26 (52%) 36 (72%) 23 (46%)

24 (48%) 14 (28%) 27 (54%)

26 36 23

Meenakshi & Banti Rani (Pg. 6353-6366) 25

Do you make good relations with managi ng body?

25 (50%)

6361

From the table 5 the interpersonal relationship is revealed. Onl y 38% teachers inform the parents about students‟ performance but the 62% teachers don't inform the parents about students‟ performance. There are 52% teachers who have healthy relations with the chairpersons of the departments. 72% teachers have good relations with their colleagues. 46% teachers help in the administration of the departments or institution but 54% teachers do not think so to help in administration of departments. 50% teacher are there who make good relationship with the managing body. From the source value it is proved that teachers don't have favorable opinion towards teachers' accountabilit y regarding interpersonal relationship hence hypothesis is rejected. Research Question 6: Do the chairpersons have favorable opinion regarding teachers‟ accountabilit y towards students? Hypothesis 6: The chairpersons have favorable opinion regarding teachers‟ accountabilit y towards students. Table 6: Perception of chairpersons regarding teachers' accountability towards students. Ite m No . 1 6

Statement of item

Do teachers provide career guidance to students? Do they wor k for better academic achievement of students? Do they take special consideration for slow learner? Do they make speci al efforts for brilliant students? Do they assist students in preparation of exams?

Frequency & Percentage Yes No 10(100%) 9 (90%)

0 (0%) 1 (10%)

Sour ce valu e 10 9

7 (70%)

3 (30%)

5 (50%)

5(50% )

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teachers' accountabilit y towards students. 100% chairpers ons opined that the teachers provide career guidance to students. 90% chairpersons opened that the teachers work for better academic achievements of students. 70% chairpersons viewed that the teachers take special consideration for slow learner 50% chairpe rsons think that the teachers make efforts for brilliant students.

50%

chairpersons

revealed

that

teachers

assist

students

preparation of exams. Majorit y of chairpersons have favorable opinion towards teachers‟ a ccountabilit y regarding students. Thus , hypothesis made by researcher is accepted. Research Question 7: Do the chairpersons have favorable opinion regarding teachers‟ accountabilit y towards classroom and institution? Hypothesis 7: The chairpersons have favorable opinion regarding teachers‟ accountabilit y towards classroom and institution. Table 7: Perception of chairperson regarding teachers' accountability towards classroom and institution. Item Statement of item No. 2 7 12 17 22

Frequency & Source percentage value Yes No student s‟ 7 (70%) 3 (30%) 7

Do teachers maintain academic progress? Do they have good control over the classes? Do they have full command on related subj ect? Do they help in improvi ng depart ment environment? Do they moti vate student to participate in co -curricular activities?

9 (90%)

1 (10%)

9 (90%)

6 (60%)

4 (40%)

10(100%)

0 (0%)

It is reveled from the table 7 that the 70% chairperson opined that the teachers make or maintain students‟ academic progress records. Teachers have good control over the cl asses it is viewed by 90% chairpersons onl y 10% chairpersons perceived that the teachers have full command on related subject but 90% chairperson think that the teachers don't have full command on related teaching subject. 60% chairpersons viewed that the teachers help in improving department environment. It is opined by 100% chairpersons that Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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the teachers motivate the students to participate in co -curricular activities. Source value shows that the chairpersons have favorable opinion regarding teachers' accountabilit y towards classroom and institution thus, hypothesis is accepted. Research Question 8: Do the chairpersons have favorable opinion regarding teachers‟ accountabilit y towards teachers‟ activities? Hypothesis 8: The chairpersons have favorable opin ion regarding teachers‟ accountabilit y towards teachers‟ activities. Table 8: Perception of chairpersons regarding teachers’ accountability towards teachers’ activities. Ite m No. 3 8 13 18 23

Statement of item

Are teachers regular i n attending the depart ments? Are teachers punctual in taking classes? Do they make adequate preparation for teaching? Do they use audio -visual teaching aids? Do they use new methods and techniques?

Frequency &percentage Yes No 3 7 (70%) (30%) 4 6 (60%) (40%) 4 6 (60%) (40%) 2 8 (80%) (20%) 7 3 (30%) (70%)

Sourc e value 3 4 4 2 7

The table 8 revealed the opinion of chairpersons regarding teachers‟ accountabilit y towards teachers ‟ activities. Onl y 30% chairpersons have perceived that the teachers are regular in attend ing the departments but 70% chairpersons don't think that teachers are re gular in attending departments. 40% chairpersons opined that the teachers are punctual in taking classes but 60% chairpersons don't think so. There is onl y 20% chairpersons who perceived that the teachers use audio -visual teaching aids, but the 80% chairpersons don't perceived that teachers use audio -visual teaching aids. 70% chairpersons opined that the teachers use new teaching methods and techniques. Source value prove that the chai rpersons don't have favorable opinion regarding teachers ‟ activities and hypothesis is rejected. Research Question 9: Do the chairpersons have favorable opinion regarding teachers‟ accountabilit y towards societ y and nation? Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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Hypothesis 9: The chairpersons h ave favorable opinion regarding teachers‟ accountabilit y towards societ y and nation. Table 9: Perception of chairpersons regarding teachers' accountability towards society and nation. Item No.

Statement of item

Do teachers inculcate higher values among students? Do they partici pate in communit y development activities? Do they participate in national welfare programmes? Do they or gani ze cultura l activities in depart ments? Do they celebrate national festivals at depart ment s?

14 19 24

Frequency & Percentage Yes No 8 (80%) 2 (20%) 6 (60%) 4 (40%)

Source value

5 (50%)

7 (70%) 4 (40%)

5 (50%) 3 (30%) 6 (60%)

8 6

7 4

It is revealed from the table 9 that 80% chairpersons perceived that the teachers inculcate higher values among inculcate students. 6 0% chairpersons opined that the teachers participating in communit y development activities. 50%

chairpersons

opine

that

teachers

participate

national

welfare

programmes but 50% chairpersons don't view so. 70% chairpersons perceived the participation of teachers in organizing the cultural activities in the departments. Onl y 40% chairpersons stated that the teachers celebrates national festivals at departme nts but 60% chairpersons presented the opposite view. It is revealed from the source values that the chairpersons have favorable opinion regarding teachers' accountabilit y t owards societ y and nation. Therefore, the hypothesis made by researcher is accepted. Research Question 10: Do the chairpersons have favorable opinion regarding teachers‟ accountabilit y towards interpersonal relationship? Hypothesis 10: The chairpersons have favorable opinion regarding teachers‟ accountabilit y towards interpersonal relationship.

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Table 10: Perception of chairpersons regarding teachers' responsibilities towards interpersonal relationship. It e m N o. 5

Statement of item

Frequency & Percentage Yes No

Sou rce valu e

Do teachers infor m parents about students‟ perfor mances? Do they have healthy relation with chairpersons of depart ments? Do they have good relation with colleagues? Do they help in administration of institution? Do they make good relations with managi ng body?

6 (60%)

4 (40% ) 8 (80% )

1 (10% ) 7 (70% ) 9 (90% )

2 (20%)

9 (90%)

3 (30%)

1 (10%)

Table No.10 shows the chairperson's perception to wards the teachers‟ interpersonal relationship. 60% chairpersons have viewed that the teachers inform

parents

about

students ‟

performance

the

basis

regular

assessment. 20% chairpersons have opinion that the teachers have healthy relation with chairpe rson of departments but 80% chairpersons are not in the favor of this perception. 90% chairpersons have the opinion that teachers have good relation with their colleagues. Onl y 30% chairpersons have opined that the teacher help in administration of institu tion and 70% chairpersons don't think that the teachers help in the administration of institution. It is perceived by onl y 10% chairpersons that teachers make good relationship with managing body of institution but 90% chairperson have viewed that teachers don't make good relationship with managing body of institution. Source value of chairpersons‟ opinion prove that the chairpersons don't have favorable opinion regarding teachers' accountabilit y towards in terpersonal relation. Thus the hypothesis is reject ed. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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References Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. The Qualitative Report, 13(4), 560-580. Hendrix, J. R., & Mertens, T. R. (1992). Genethics: project accountability via evaluation of teacher and student growth. American journal of human genetics, 51(4), 924. Lund, J. L. (1990). Student performance and accountability conditions in physical education (Doctoral dissertation, The Ohio State University). Newmann, F., King, M. B., & Rigdon, M. (1997). Accountability and school performance: Implications from restructuring schools. Harvard Educational Review, 67(1), 41-75. Klinger, D. A., Shulha, L. M., & DeLuca, C. (2008). Teacher evaluation, accountability, and professional learning: The Canadian perspective. Rev. Pensamiento Educativo, 43, 209-222. Kleinhenz, E., & Ingvarson*, L. (2004). Teacher accountability in Australia: Current policies and practices and their relation to the improvement of teaching and learning. Research papers in education, 19(1), 31-49. Sahu, T.K. (2002). Concept and Existing practice of teachers' accountability in secondary schools of Haryana: An evaluative study. Unpublished Ph.D. Thesis, Kurukshetra University. Sharma, O.P. (1992). An appraisal of accountability of teacher educators in DIET in Haryana . New Delhi: NIEPA. Shrivastava, R.K. (2000). Reflecting Teachers' Accountability . University News. Vol. 32. Shukla, R.P. (1998). The Concept of Accountability and Academi c Accountability: An Overview University News. Singh, L.C. & Sharma, P.C. (1999). Professional ethics and accountability in teachers education. New Delhi: Vikas Publi shing House Pvt. Ltd. Thrupp, M., Mansell, H., Hawksworth, L., & Harold, B. (2003). “Schools can make a difference” But do teachers, heads and governors really agree? Oxford Review of Education, 29(4), 471-483.

TEACHERS ACCOUNTABILITY AS PERCEIVED BY CHAIRPERSONS AND TEACHERS