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Teachers' notions of accountability:...

Gupta, Namita.

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Teachers' notions of accountability: A comparison across public, private and NGO primary schools in India.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' notions of accountability: A comparison across public, private and NGO primary schools in India./
作者:	Gupta, Namita.
面頁冊數:	172 p.
附註:	Adviser: Martin Carnoy.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3292357
ISBN:	9780549354239

Teachers' notions of accountability: A comparison across public, private and NGO primary schools in India.
Gupta, Namita.

Teachers' notions of accountability: A comparison across public, private and NGO primary schools in India. - 172 p.

Adviser: Martin Carnoy.

Thesis (Ph.D.)--Stanford University, 2008.

State provision of free and compulsory education to all children between the ages of six and fourteen is a fundamental right in India. However, approximately 12.5 million children in this age group are out-of-school and more than 50% of the children in school cannot read at grade 2 levels. Recent comparative research on public and private schools in India has highlighted the success of private schools in providing better quality education for the poor. One of the reasons propounded for their success is better accountability in private organizations. This study compares the notions of accountability held by primary school teachers in government, private and non-governmental schools for the underprivileged in India. These three institutions or school systems are governed by distinct institutional logics which are expected to lead to differences in the notions of accountability embodied within them. My main research questions are: What do teachers feel accountable for? To whom do teachers feel accountable? And, how are they held responsible?

ISBN: 9780549354239Subjects--Topical Terms:

626645
Education, Administration.

Teachers' notions of accountability: A comparison across public, private and NGO primary schools in India.
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520 $a State provision of free and compulsory education to all children between the ages of six and fourteen is a fundamental right in India. However, approximately 12.5 million children in this age group are out-of-school and more than 50% of the children in school cannot read at grade 2 levels. Recent comparative research on public and private schools in India has highlighted the success of private schools in providing better quality education for the poor. One of the reasons propounded for their success is better accountability in private organizations. This study compares the notions of accountability held by primary school teachers in government, private and non-governmental schools for the underprivileged in India. These three institutions or school systems are governed by distinct institutional logics which are expected to lead to differences in the notions of accountability embodied within them. My main research questions are: What do teachers feel accountable for? To whom do teachers feel accountable? And, how are they held responsible?
520 $a The data were collected in 2006 from approximately 250 teacher surveys and 70 semi-structured interviews with teachers, administrators, teacher trainers and policy makers in Delhi, India. I do a comparative analysis and ran multinomial logit regressions on the responses of the teachers to the survey and interview questions to compare and contrast their background characteristics and their notions of accountability. These are supplemented by descriptive quotes from the interviews.
520 $a My research shows that teachers across the three types of institutions hold very similar views about for what and to whom they feel responsible, despite differences in the formal accountability systems they face, and their own socio-economic background. The potential influence of institutions and the formal accountability systems is overshadowed by a common societal notion of a teacher, aided, in part, by insufficient training and similar schooling experiences. The research challenges the notion that private institutions operate in more coherent, academically oriented environments compared to public ones, at least as far as teachers and school heads conceptualize their roles and responsibilities. While teachers and administrators may be aligned around common notions of accountability and the goals of education, these may be different from those valued by educationists, policy makers or the media at a national level.
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