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

  • General Social Sciences


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