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Abstract:
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Teacher professionalism and accountability are inseparable. Accountability encourages
teachers to act professionally in classroom settings. However, teachers spend more time
on their issues and numerous unethical acts arise in schools worldwide when teachers
are not held accountable. The study aimed to investigate how accountability could be
enhanced at school level in the Hlanganani South Circuit. The study was informed by a
positivist paradigm imbued within the accountability theory which asset for the individual
to take account of their actions. The quantitative research design was employed. The
population of the study comprised of all educators in the Hlanganani South Circuit.
Simple random sampling was employed to extract a sample of 50 participants. Data was
collected using questionnaires which were analysed through SPSS version 28 by means
of frequency tables and percentages. The study found that most educators believe that
the school principal should oversee accountability in school. However, studies revealed
that accountability at school level is about all employees taking ownership of their
behavior, decision and performance. The organisational structure of the school influences
the teachers’ accountability level within the school. As such, the study recommends that
there should be mutual trust between the SMT and educators. Although annual teacher
licensing can improve teacher accountability at the school level, regular supervision, staff
motivation, and effective communication enhance job satisfaction and create in
employees a high sense of belongingness and loyalty to the organisation. Performance related pay and career development play a vital role in enhancing teacher accountability
at school level. |