Teacher Accountability and Student Learning Outcomes: Administrative Work, Teaching and Learning Processes, and Communication in Rural Lower Secondary Schools
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Abstract
This study explores teacher accountability toenhance student learning outcomes in Cambodianlower secondary schools. The findings show thatteacher accountability is enacted through three keydomains: administrative work, teaching and learningprocesses, and communication with stakeholders.Teachers demonstrated accountability throughstructured planning, instructional preparation, activeclassroom practices, and collaboration with schoolleaders, colleagues, students, and parents. Schoolswith stronger accountability practices showed moreconsistent and positive student learning outcomes.It employed the qualitative research methodology.The study included 77 respondents selected throughpurposive sampling, including 6 school managementteams, 12 teachers, 30 parents/guardians, and 29students. Based on the standard 2 in the school-based community, the study area focuses on schoolA in Takeo province, and schools B and C in KandalProvince. This study used document study, classroomobservation, semi-structured interviews, and FocusGroup Discussion (FGD). NVivo was used to codedata into themes, sub-themes, and activities. Theresearcher recommended that the school managementteam and teachers complete administrative tasksproperly and adopt new teaching and learning methodsto improve active teaching and learning. Additionally,the School Management Team (SMT), teachers,parents/guardians, and authorities cooperate toprovide financial and material resources to improvestudents’ achievement in lower secondary school.
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References
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