Discussion of study findings

Zehava Rosenblatt, Theo Wubbels

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


This chapter begins with discussing the differences in the two dimensions of accountability: external and internal. It focuses on the role of organizational support in the research study model. Both teachers and principals, as any employee in any working context, are expected to be externally accountable. Principals’ accountability is targeted not only to school stakeholders, where more internal accountability is expected, but also to bodies outside the school grounds, where external accountability is more likely to be anticipated. The chapter discusses teachers’ and parents’ external accountability to parents and school management. Teachers are natural members of the school faculty, where the core mission is to benefit the school’s students through the best teaching and ethical practices. The chapter examines teachers’ and principals’ accountability dispositions in light of the countries’ in-group collectivism. It is possible that principals who experienced little support from school boards felt that they were left alone to be held individually accountable for school performance.

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 pages23
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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