Accountability of Teachers: Does it Invigorate Transformational Leadership in Schools? (Kebertanggungjawaban Guru: Adakah Ia Memupuk Kepimpinan Transformasional di Sekolah?)

Authors

  • JAISON MAMMEN Bahir Dar University
  • KARANAM PUSHPANADHAM " The Maharaja Sayajirao University of Baroda"

DOI:

https://doi.org/10.17576/JPEN-2018-43.02-03

Keywords:

Teacher Accountability, Teacher Leadership, English Medium Private Schools, Transformational Leadership, Teacher Transformational Leadership

Abstract

This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State, India. Teacher Transformational Leadership Questionnaire (TTLQ) with a reliability coefficient of .82 and Teacher Accountability Questionnaire (TAQ) with a reliability coefficient of .79 were used for data collection. Descriptive statistical techniques, Pearson correlation and linear regression were used to analyse the data. The results of the study revealed that they exercise moderate accountability and moderate transformational leadership. It was also found that teacher accountability significantly correlated with their transformational leadership and teacher accountability attribute was a positive predictor of teacher transformational leadership. The findings of the study asserted that higher teacher accountability contributes to higher transformational leadership, which in turn influences students' learning outcome and help them accomplish their educational resolves. The finding of this study is relevant for educational policymakers, head of the schools and teachers, as it will help them to investigate the ways and means to nurture these attributes, to enhance both teaching and learning in schools in a caring environment.Keywords: Teacher accountability; teacher leadership; english medium private schools; transformational leadership; teacher transformational leadership Kajian kuantitatif ini dijalankan untuk meneroka kebertanggungjawaban guru dan kepimpinan transformasionalnya di sekolah. Data telah dikumpul dari 150 Guru Sekolah Menengah Swasta Inggeris di Bandar Vadodara, Negeri Gujarat, India. Soal Selidik Kepimpinan Transformasional Guru (TTLQ) dengan koefisien kebolehpercayaan .82 dan Soal Selidik Kebertanggungjawaban Guru (TAQ) dengan koefisien kebolehpercayaan .79 telah digunakan untuk pengumpulan data. Teknik statistik deskriptif, korelasi Pearson dan regresi linear digunakan untuk menganalisis data. Hasil kajian menunjukkan bahawa mereka mengamalkan kebertanggungjawaban dan kepimpinan transformasional yang bertahap sederhana. Kajian ini juga mendapati kebertanggungjawaban guru borkorelasi secara signifikan dengan kepimpinan transformasional dan sifat kebertanggungjawaban guru merupakan peramal positif kepimpinan transformasional guru. Penemuan kajian menegaskan bahawa kebertanggungjawaban guru yang lebih tinggi menyumbang kepada kepimpinan transformasional yang lebih tinggi, seterusnya mempengaruhi hasil pembelajaran pelajar dan membantu mereka menyelesaikan kesulitan pendidikan mereka. Penemuan kajian ini adalah relevan bagi pembuat dasar pendidikan, pengetua sekolah dan guru-guru, kerana ia akan membantu mereka untuk mengkaji cara-cara untuk memupuk sifat-sifat ini, untuk meningkatkan pengajaran dan pembelajaran di sekolah dalam persekitaran yang cakna.Kata Kunci: Kebertanggungjawaban guru; kepimpinan guru; sekolah swasta Inggeris; kepimpinan transformasional; kepimpinan transformasional guru

Author Biographies

JAISON MAMMEN, Bahir Dar University

Dr Jaison MammenAssociate Professor of Educational LeadershipRoom No.113,First Floor, Graduate Studies OfficeDepartment of Educational Planning and AdministrationFaculty of Educational and Behavioural SciencesPeda CampusBahir Dar UniversityP.O Box 79,Bahir DarEthiopia

KARANAM PUSHPANADHAM, " The Maharaja Sayajirao University of Baroda"

Professor of Educational Management, Department of Educational Administration, Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, India.

Downloads

Published

2018-11-30

Issue

JPM, Vol. 43, No. 2 (Nov 2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

It is the author’s responsibility to ensure that his or her submitted works do not infringe any other existing copyright. Authors should obtain letters of permission to reproduce or adapt copyright material and enclose copies of these letters with the final version of the accepted manuscript.

The author indemnifies the editors and publisher against any breach of such a warranty.