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All Journal International Journal of Educational Research and Social Sciences (IJERSC) Journal of Leadership, Management and Policy in Education
Beyessa, Feyera
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School Principals Practices in Holding Teachers Accountable for Curriculum Implementation: Insight from Ethiopian Public Primary Schools Beyessa, Feyera; Kenea, Ambissa
Journal of Leadership, Management and Policy in Education Vol. 1 No. 2 (2023): Journal of Leadership, Management and Policy in Education, December 2023
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v1i2.424

Abstract

The study aims to explore school principals’ practices on management accountability relationship for curriculum implementation. An exploratory qualitative case study type and multiple case study research design were employed. A purposive sampling technique was used. The study’s findings affirm that school principals’ practices through management accountability relationships were compromised for classroom curriculum implementation yet, strongly operational to hold teachers accountable for subordinate tasks namely, improving students' scores by 5 to 10% from the previous year's average score, increasing enrollment rate, students’ promotion by 100%, reducing dropout rate. Lowering teachers’ efficiency results, in removal from promotion and salary increments were exercised for performing subordinate tasks as strong accountability measures. If the physical presence of teachers were realized in the schools or classrooms, teachers’ weakness in the implementation of curriculum did not invite rigorous penalty rather principals exercised their management accountability relationship by giving advice, oral warning, ongoing professional training, and transferring to the lower grade levels were the actual accountability measures exercised in the schools. Penalties like a series of fines of up to three months' salary, downgrading, and dismissal from the job were exercised for teachers’ code of ethics such as smoking, unreasonable absenteeism, addiction to alcohol, and others.
Accountability for Curriculum Implementation in Ethiopian Primary Schools: Compact Relationship in Focus Beyessa, Feyera; Kenea, Ambissa
International Journal of Educational Research & Social Sciences Vol. 4 No. 4 (2023): August 2023
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i4.699

Abstract

The study aims to investigate the compact or bureaucratic accountability relationship for curriculum implementation in primary schools. To achieve this objective, an exploratory case study type and a multiple case study (holistic) research design were employed. A purposeful sampling technique was used to select sites and respondents. Data were collected from both primary and secondary sources using face-to-face structured interviews and document analysis. Primary sources of data were three district or Worda Education Offices (WEOs) and three primary schools, from which three school principals, six teachers, and three WEOs’ curriculum and instructional experts were selected. The data were analyzed qualitatively using a thematic approach. The study reveals that the compact accountability relationship between the WEOs’ curriculum and instructional experts and the curriculum implementers was collapsed by key determinants such as weak capacity, poor monitoring progress, and politicization of the WEOs’ curriculum and instructional experts’ roles and responsibilities. This study also affirms that the accountability relationship was purposefully operational for easily achievable actions and politically attractive roles such as the improvement of students’ test scores by 10%, enhancing students’ enrollment, reducing students’ dropout rates, etc. that resulted in little implementation of curriculum components into classroom practices in a decentralized education system of primary schools.
School Principals Practices in Holding Teachers Accountable for Curriculum Implementation: Insight from Ethiopian Public Primary Schools Beyessa, Feyera; Kenea, Ambissa
Journal of Leadership, Management and Policy in Education Vol. 1 No. 2 (2023): Journal of Leadership, Management and Policy in Education, December 2023
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v1i2.424

Abstract

The study aims to explore school principals’ practices on management accountability relationship for curriculum implementation. An exploratory qualitative case study type and multiple case study research design were employed. A purposive sampling technique was used. The study’s findings affirm that school principals’ practices through management accountability relationships were compromised for classroom curriculum implementation yet, strongly operational to hold teachers accountable for subordinate tasks namely, improving students' scores by 5 to 10% from the previous year's average score, increasing enrollment rate, students’ promotion by 100%, reducing dropout rate. Lowering teachers’ efficiency results, in removal from promotion and salary increments were exercised for performing subordinate tasks as strong accountability measures. If the physical presence of teachers were realized in the schools or classrooms, teachers’ weakness in the implementation of curriculum did not invite rigorous penalty rather principals exercised their management accountability relationship by giving advice, oral warning, ongoing professional training, and transferring to the lower grade levels were the actual accountability measures exercised in the schools. Penalties like a series of fines of up to three months' salary, downgrading, and dismissal from the job were exercised for teachers’ code of ethics such as smoking, unreasonable absenteeism, addiction to alcohol, and others.
Co-Authors Kenea, Ambissa