Science Teachers’ Awareness about Legal Accountability for their Personal Actions and Educational Practices Inside Schools in Jordan.
Keywords:
science teachers, accountability, school Environment, personal actions, educational practices.Abstract
This study examined Jordanian science teachers’ in-school personal and
educational practices and their awareness of the ensuing legal accountability
for these practices. The study also aimed at identifying the effect of gender,
school location, and instructional experience on teachers’ awareness of inschool
legal accountability. A questionnaire was administered to a random
sample of 430 males and females basic stage teachers from public and
private schools in the northern region of Jordan. The findings revealed
35 practices that would potentially hold the teachers accountable; the total
Mean of teachers’ awareness only amounted to 0.20. The findings further
revealed a statistically significant effect (at α=0.05) for gender on teachers’
awareness in favor of female teachers but none for the other two variables.
Relevant recommendations are put forth, and the most important are creating
a procedural inventory of accountable teacher practices and encouraging
collaboration between legal and educational authorities to design professional
development programs to promote teachers’ awareness of accountability.
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