This study examined Jordanian science teachers’ in-school personal andeducational practices and their awareness of the ensuing legal accountabilityfor these practices. The study also aimed at identifying the effect of gender,school location, and instructional experience on teachers’ awareness of inschoollegal accountability. A questionnaire was administered to a randomsample of 430 males and females basic stage teachers from public andprivate schools in the northern region of Jordan. The findings revealed35 practices that would potentially hold the teachers accountable; the totalMean of teachers’ awareness only amounted to 0.20. The findings furtherrevealed 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 creatinga procedural inventory of accountable teacher practices and encouragingcollaboration between legal and educational authorities to design professionaldevelopment programs to promote teachers’ awareness of accountability.
Amawi, Arwa Khalid and Bani Khalf, Mahmoud Hassan
"Science Teachers’ Awareness about Legal Accountability for their Personal Actions and Educational Practices Inside Schools in Jordan.,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 2
, Article 8.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol2/iss8/8