Accountability of teachers: does it invigorate transformational leadership in schools?

Abstract

This quantitative study was conducted to explore teachers’ accountability and their transformational leadership in schools. Data were collected from 150 private English medium school teachers of Vadodara City, Gujarat State, India. Teacher Transformational Leadership Questionnaire (TTLQ) with a reliability coefficient of .82 and Teacher Accountability Questionnaire (TAQ) with a reliability coefficient of .79 were used for data collection. Descriptive statistical techniques, Pearson correlation and linear regression were used to analyse the data. The results of the study revealed that they exercise moderate accountability and moderate transformational leadership. It was also found that teacher accountability significantly correlated with their transformational leadership and teacher accountability attribute was a positive predictor of teacher transformational leadership. The findings of the study asserted that higher teacher accountability contributes to higher transformational leadership, which in turn influences students' learning outcome and help them accomplish their educational resolves. The finding of this study is relevant for educational policymakers, head of the schools and teachers, as it will help them to investigate the ways and means to nurture these attributes, to enhance both teaching and learning in schools in a caring environment.