Lu, Dandan (2014) An investigation of the values and attitudes of Chinese teachers toward teacher accountability in China. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Teacher accountability has been a controversial topic in the academic domain for many years. In different countries, teacher accountability is reflected in different ways with distinctive characteristics. Compared with other countries, teacher accountability in China was influenced and formed by its own social elements. The purpose of this study was to examine Chinese teachers’ perceptions toward accountability both on external and internal dimensions within the Chinese social context. Three hundred Chinese primary and secondary teachers’ questionnaires, which were mainly collected in four provinces, were analyzed using variables of gender, age, geography, school level, teaching area, and leadership role. Quantitative findings showed that Chinese teachers are both highly accountable for external accountability (bureaucratic) and internal accountability (professional).
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (pages 94-106).|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Elementary school teachers--China--Attitudes; Elementary school teachers--Rating of--China; Elementary school teachers--Self-rating of--China; Educational accountability--China--Cross-cultural studies; Educational accountability--China--Public opinion|
Actions (login required)