Accountability and trust: Two sides of the same coin?
Accountability and trust: Two sides of the same coin?
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DOI：
10.1007/s10833-019-09352-4
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发表时间：
2019-11-11
影响因子：
2.8
通讯作者：
Baxter, Jacqueline
中科院分区：
文献类型：
--
作者：
Ehren, Melanie;Paterson, Andrew;Baxter, Jacqueline
信任和问责往往是对立的，理由是问责的基础是不信任和纠正已查明的缺陷。然而，信任也很重要，以便问责制带来改进;只有当教师和校长公开他们的教学质量和学校时，才能对变革进行有意义的讨论。我们如何才能克服这一困境？本文将讨论信任和问责之间不可分割的相互作用，介绍南非一项研究的例子，说明在不信任的环境中外部控制如何破坏机构和改进，以及高度信任如何促进更有效的问责关系。我们的研究提供了相关的见解，为什么一些教育系统无法产生，评估和规模的学习创新时，缺乏信任和能力导致强烈反对外部问责制，当强有力的官僚问责制在向整个教育系统的教育工作者施压，要求他们报告和监督教育的各个方面，而这些努力实际上并没有提高教育质量时，课堂教学或提供有关良好实践的信息。
Trust and accountability are often positioned as opposites, the argument being that accountability is based on distrust and correction of identified deficiencies. Yet, trust is also important in order for accountability to lead to improvement; only when teachers and principals are open about the quality of their teaching and their school can there be a meaningful discussion about change. How can we overcome this dilemma? This paper will address the inextricable interaction between trust and accountability, presenting examples from a study in South Africa of how external control in a setting of distrust can undermine agency and improvement, and how high levels of trust can promote more effective accountability relationships. Our study provides relevant insights into why some education systems are unable to generate, evaluate and scale innovations in learning when a lack of trust and capacity leads to strong opposition to external accountability, and when strong bureaucratic accountability creates further inefficiencies in pressurizing educators across the education system to report and monitor on various aspects of education where these efforts do not actually improve the quality of teaching in the classroom or provide information on good practices.