Accountability in a Broader Context

Accountability Policies at Schools: A Study of Path Analysis

“…On the other hand, social, economic, technological, and cultural changes generally create adverse effects on the education system, particularly on schools, and cause undesired results aside from low academic performance to ensue. Considering the criticism of schools around the world, one observes that they offer the public few benefits and are unable to show the performance expected of them despite the huge amount of investment provided; they are expected to behave more responsibly and to be held accountable for greater performance and efficiency (Kuchapski, 2001;Nagy, 1995).…”

“…The economic crisis of the 1970s, technological developments, growing knowledge of society and economy, and globalization produced many problems in developed countries both in the fields of public and educational management. In this context, educational and public institutions in this era lost others' trust because they had not been able to keep up with the changing conditions, had not been able to meet public expectations, and had been involved in bribery and corruption (Earl, 1995;Hood, 1991Hood, , 1995Kuchapski, 2001;Nagy, 1995;O'Day, 2002). Because the traditional management philosophy emphasizing terms such as work division, specialization, qualification, hierarchy, rules, input, process control, and productivity had broken down, the new management philosophy of governance was adapted more and more every day to reestablish trust in public institutions for providing greater satisfaction, preventing monopolization, abolishing arbitrary management, ensuring transparency, sustaining private sector cooperation, and holding organizations' accountable to the needs of citizens.…”