This study aimed to determine the sense of accountability of the public-school principals and its impact to school performance which served as inputs for a proposed training development program during the school year 2024-2025. The level of public-school principals’ accountable leadership as perceived by the teachers. In terms of Involvement / participation of teachers in school activities, the teacher-respondents got a composite mean of 4.45 which was verbally interpreted as Very Satisfactory. In terms of Professional development, the teacher-respondents got a composite mean of 4.47 which was verbally interpreted as Very Satisfactory. In terms of School programs and projects, the teacher-respondents got a composite mean of 4.50 which was verbally interpreted as Very Satisfactory. The significant correlation between the public-school principals’ accountability as perceived by the teachers. In terms of Involvement participation of teachers in school activities and Professional Development, there is a highly significant correlation. In terms of Professional development and School programs and projects, there is a highly significant correlation. In terms of Involvement / participation of teachers in school activities and School programs and projects, there is no significant correlation.
", "languages": [ { "id": "eng", "title": { "en": "English" } } ], "publication_date": "2024-12-06", "publisher": "Psychology and Education: A Multidisciplinary Journal", "references": [ { "reference": "Abadzi, H. (2020). Accountability Features and Their Implications for Education Policies. Comparative Education Review, 64, 66 - 86. https://doi.org/10.1086/706822." }, { "reference": "Fairman, J., Smith, D., Pullen, P., & Lebel, S. (2020). The challenge of keeping teacher professional development relevant. Professional Development in Education, 49, 197 - 209. https://doi.org/10.1080/19415257.2020.1827010." }, { "reference": "Palacios, S., Gonz\u00e1lez-Fern\u00e1ndez, R., & L\u00f3pez-G\u00f3mez, E. (2022). Direcci\u00f3n de centros educativos y ampliaci\u00f3n de autonom\u00eda con rendici\u00f3n de cuentas. El rol mediador del liderazgo pedag\u00f3gico. Revista Espa\u00f1ola de Pedagog\u00eda. https://doi.org/10.22550/rep80-1-2022-07." }, { "reference": "Ravitch, D. (2019, October 30). A brief history of testing and accountability. Hoover Institution. Retrieved from http://www.hoover.orgipublicationslhooverdigest!article/7286." }, { "reference": "Steiner, D. (2022). THE FUTURE OF SCHOOL ACCOUNTABILITY. Journal of Policy Analysis and Management. https://doi.org/10.1002/pam.22420." } ], "related_identifiers": [ { "identifier": "https://scimatic.org/show_manuscript/4004", "relation_type": { "id": "ispublishedin", "title": { "de": "Ist ver\u00f6ffentlicht in", "en": "Is published in" } }, "resource_type": { "id": "publication-journal", "title": { "de": "Zeitschrift", "en": "Journal" } }, "scheme": "url" } ], "resource_type": { "id": "publication-article", "title": { "de": "Zeitschriftenartikel", "en": "Journal article" } }, "rights": [ { "description": { "en": "The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited." }, "icon": "cc-by-icon", "id": "cc-by-4.0", "props": { "scheme": "spdx", "url": "https://creativecommons.org/licenses/by/4.0/legalcode" }, "title": { "en": "Creative Commons Attribution 4.0 International" } } ], "subjects": [ { "subject": "moral accountability" }, { "subject": "professional accountability" }, { "subject": "Second Language (ESL)" } ], "title": "Sense of Accountability of the Public-School Principals and its Impact to School Performance: Basis for Intervention Program", "version": "1" }, "parent": { "access": { "owned_by": { "user": "1105665" }, "settings": { "accept_conditions_text": null, "allow_guest_requests": false, "allow_user_requests": false, "secret_link_expiration": 0 } }, "communities": { "default": "be13bd5e-bb51-4d5f-986b-525e0e44ad4c", "entries": [ { "access": { "member_policy": "open", "members_visibility": "public", "record_submission_policy": "open", "review_policy": "open", "visibility": "public" }, "children": { "allow": false }, "created": "2024-05-03T19:49:59.499587+00:00", "custom_fields": { "subjects": [ { "id": "euroscivoc:93" }, { "id": "euroscivoc:525" }, { "id": "euroscivoc:533" }, { "id": "euroscivoc:3133018" }, { "id": "euroscivoc:531" } ] }, "deletion_status": { "is_deleted": false, "status": "P" }, "id": "be13bd5e-bb51-4d5f-986b-525e0e44ad4c", "links": {}, "metadata": { "curation_policy": "The curation policy for Social Science Exploration is aimed at providing diverse, credible, and thought-provoking content that fosters exploration and understanding of various social science disciplines. Our selection process prioritizes accuracy, relevance, and balance, ensuring that content reflects a broad spectrum of perspectives, methodologies, and topics within the social sciences. We seek to curate content that is well-researched, peer-reviewed, and sourced from reputable academic institutions, experts, and publications. Our goal is to present complex social phenomena, theories, and debates in an accessible manner, catering to audiences with varying levels of familiarity with social science concepts. We value inclusivity and strive to feature content that reflects the diversity of human experiences, cultures, and perspectives. While we encourage critical engagement and debate, we maintain editorial standards to uphold the integrity and professionalism of our curated content. By adhering to these principles, we aim to facilitate meaningful exploration, learning, and dialogue on social science topics, empowering individuals to navigate and contribute to discussions on contemporary social issues with informed perspectives.
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