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dc.contributor.authorHwa, Yue-Yi
dc.date.accessioned2021-03-01T09:58:28Z
dc.date.available2021-03-01T09:58:28Z
dc.date.issued2021
dc.identifier.isbn9780367362478en_US
dc.identifier.isbn9780367362492en_US
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/47016
dc.description.abstractWhile Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland’s light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability—and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland’s education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore’s education system is concentrated on the Ministry of Education. This institutionally focused trust supports—and is supported by—a teacher accountability system that gives the managers considerable influence over teacher practice.en_US
dc.languageEnglishen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policyen_US
dc.subject.otherteacher accountability policy; Finland; Singapore; teacher motivation; sociocultural contexten_US
dc.titleChapter 11 Contrasting approaches, comparable efficacy?en_US
dc.title.alternativeHow macro-level trust influences teacher accountability in Finland and Singaporeen_US
dc.typechapter
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBook184b7bd4-0466-4f6a-a256-1c7c5691e98den_US
oapen.relation.isFundedByd43ca8f9-86b5-4d78-8265-9b2ebe6bf542en_US
oapen.imprintRoutledgeen_US
oapen.pages31en_US
oapen.grant.numberBMGF OPP1144
oapen.grant.programBMGF OPP1144
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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