Concluding thoughts

Zehava Rosenblatt, Theo Wubbels

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    This chapter deals with observations based on the present study results and the way they were interpreted, while considering the relevant literature background. The present study focused on accountability as a subjective manifestation of teachers’ and principals’ accountability at work. Researchers of individual accountability in education distinguished between external and internal accountability. Two factors are at the heart of the distinction between the two accountability dimensions: one, the nature of the audience that receives work reports, and two, the values underlying the relationships between the agent and the audience. Social loafing, which is one’s tendency to decrease performance when working in a group, was found more prominent among individualists than collectivists in a comparative study between US and Chinese workers. Professional training is needed to establish accountability standards for non-managerial school stakeholders and to support teachers’ recognition of the legitimacy of such groups to be informed of school outcomes.

    Original languageEnglish
    Title of host publicationAccountability and Culture of School Teachers and Principals
    Subtitle of host publicationAn Eight-country Comparative Study
    PublisherTaylor and Francis
    Number of pages7
    ISBN (Electronic)9781351024099
    ISBN (Print)9781138495401
    StatePublished - 13 Apr 2021

    Bibliographical note

    Publisher Copyright:
    © 2021 Zehava Rosenblatt and Theo Wubbels.

    ASJC Scopus subject areas

    • Social Sciences (all)


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