A New Force that Integrates Co- Accountability in Schools: On the Practice of Teacher Accountability Leadership
This study aims to investigate the practice of accountability leadership by junior high school teachers in terms of their objects, beliefs, and leadership behaviors. This study used focus group methodology and multiple case analysis. A focus group was formed by inviting purposively-sampled related practitioners and professionals, and three cases of effective and awarded teacher professional learning communities were selected by reputational sampling. A total of 28 participants were interviewed. Data were collected mainly through qualitative interviews, supplemented by document analysis, and later coded using Grounded Theory. The conclusions are as follows. 1. A teacher who is also an accountability leader plays multiple roles, but these roles still focus on teaching and learning. 2. A teacher’s belief in practicing accountability leadership consists of the perspectives on performance and responsibility; both perspectives may influence a teacher’s leadership behaviors. 3. The major leadership behaviors of a teacher practicing accountability leadership include mutual sharing, trusting, empowering, and cooperating in a community that connects and complements each of its members and further creates a new force that integrates co-accountability in a school.
|關鍵詞||教師專業學習社群、教師領導、績效責任領導、teacher professional learning community、teacher leadership、accountability leadership|