IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v65y2019icp1-9.html
   My bibliography  Save this article

Exploring the relationship between external and internal accountability in education: A cross-country analysis with multi-level structural equation modeling

Author

Listed:
  • Yi, Pilnam
  • Kim, Hye Jeong

Abstract

In recent decades, education systems worldwide have increasingly adopted external accountability policies as the centerpiece of a school reform movement. This study explored how much performance-based external accountability pressures affect the internal accountability measures of schools. Using 46 educational systems’ Program for International Student Assessment (PISA) 2012 data, we employed multi-level structural equation modeling to examine whether and how external accountability impacts internal accountability factors such as school principal leadership, teacher morale, teacher monitoring, and the consequences of teacher appraisal measured by the responses of school principals. The findings indicate that external accountability has a consistently positive impact on a principal’s performance goal oriented instructional leadership, which mediates the relationship of external accountability with other internal accountability factors. The impact of external accountability in low-performing schools was observed in strong principal leadership and was executed with severe consequences for teacher appraisal. We suggest a customized application of external accountability policies to schools in different contexts and for principals to focus on teacher morale and teacher monitoring more.

Suggested Citation

  • Yi, Pilnam & Kim, Hye Jeong, 2019. "Exploring the relationship between external and internal accountability in education: A cross-country analysis with multi-level structural equation modeling," International Journal of Educational Development, Elsevier, vol. 65(C), pages 1-9.
    • Handle: RePEc:eee:injoed:v:65:y:2019:i:c:p:1-9
    DOI: 10.1016/j.ijedudev.2018.12.007
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059318306552
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2018.12.007?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Thomas J. Kane & Douglas O. Staiger, 2002. "The Promise and Pitfalls of Using Imprecise School Accountability Measures," Journal of Economic Perspectives, American Economic Association, vol. 16(4), pages 91-114, Fall.
    2. Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2005. "Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 61(3), pages 298-326, November.
    3. Romina Boarini & Elke Lüdemann, 2009. "The role of teacher compensation and selected accountability policies for learning outcomes: An empirical analysis for OECD countries," OECD Journal: Economic Studies, OECD Publishing, vol. 2009(1), pages 1-20.
    4. Ludger Wossmann, 2005. "The effect heterogeneity of central examinations: evidence from TIMSS, TIMSS-Repeat and PISA," Education Economics, Taylor & Francis Journals, vol. 13(2), pages 143-169.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Parra, Juan David, 2022. "Decentralisation and school-based management in Colombia: An exploration (using systems thinking) of the Full‐Day Schooling programme," International Journal of Educational Development, Elsevier, vol. 91(C).

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ludger Wößmann, 2006. "Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 7(3), pages 417-444, August.
    2. Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, number 39.
    3. Leschnig, Lisa & Schwerdt, Guido & Zigova, Katarina, 2022. "Central exams and adult skills: Evidence from PIAAC," Economics of Education Review, Elsevier, vol. 90(C).
    4. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja & Tristan Zajonc, 2011. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," American Economic Journal: Applied Economics, American Economic Association, vol. 3(3), pages 29-54, July.
    5. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja, 2017. "Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets," American Economic Review, American Economic Association, vol. 107(6), pages 1535-1563, June.
    6. Oliver Himmler & Robert Schwager, 2013. "Double Standards in Educational Standards – Do Schools with a Disadvantaged Student Body Grade More Leniently?," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 166-189, May.
    7. Koedel Cory & Leatherman Rebecca & Parsons Eric, 2012. "Test Measurement Error and Inference from Value-Added Models," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 12(1), pages 1-37, November.
    8. Gonzalez, Felipe & Prem, Mounu, 2020. "Police Repression and Protest Behavior: Evidence from Student Protests in Chile," SocArXiv 3xk5r, Center for Open Science.
    9. Piopiunik, Marc & Schwerdt, Guido & Woessmann, Ludger, 2013. "Central school exit exams and labor-market outcomes," European Journal of Political Economy, Elsevier, vol. 31(C), pages 93-108.
    10. Eric A. Hanushek & John F. Kain & Steven G. Rivkin & Daniel M. O'Brien, 2005. "The Market for Teacher Quality," Discussion Papers 04-025, Stanford Institute for Economic Policy Research.
    11. repec:ief:reveye:v:43:y:2005:i:2:p:109-129 is not listed on IDEAS
    12. Loviglio, Annalisa, 2023. "School Quality beyond Test Scores: The Role of Schools in Shaping Educational Outcomes," IZA Discussion Papers 16111, Institute of Labor Economics (IZA).
    13. Jenifer Ruiz-Valenzuela & Camille Terrier & Clémentine Van Effenterre, 2017. "Effectiveness of CEOs in the public sector: evidence from further education institutions," CVER Briefing Notes 005, Centre for Vocational Education Research.
    14. Theodore M. Crone, 2006. "Capitalization of the quality of local public schools: what do home buyers value?," Working Papers 06-15, Federal Reserve Bank of Philadelphia.
    15. Maria De Paola, 2011. "Easy grading practices and supply–demand factors: evidence from Italy," Empirical Economics, Springer, vol. 41(2), pages 227-246, October.
    16. Clare Leaver & Gian Luigi Albano & University College London and ELSE, 2004. "Transparency, Recruitment and Retention in the Public Sector," Economics Series Working Papers 219, University of Oxford, Department of Economics.
    17. Carol Propper & Deborah Wilson & Simon Burgess, 2005. "Extending Choice In English Health Care: The implications of the economic evidence," The Centre for Market and Public Organisation 05/133, The Centre for Market and Public Organisation, University of Bristol, UK.
    18. Bo Zhao, 2023. "Estimating the cost function of connecticut public K–12 education: implications for inequity and inadequacy in school spending," Education Economics, Taylor & Francis Journals, vol. 31(4), pages 439-470, July.
    19. Brian Gill, 2022. "What Should The Future Of Educational Accountability Look Like?," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 41(4), pages 1232-1239, September.
    20. Allison Atteberry & Susanna Loeb & James Wyckoff, 2013. "Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness," NBER Working Papers 19096, National Bureau of Economic Research, Inc.
    21. Oliver Himmler & Robert Schwager, 2013. "Double Standards in Educational Standards – Do Schools with a Disadvantaged Student Body Grade More Leniently?," German Economic Review, Verein für Socialpolitik, vol. 14(2), pages 166-189, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:65:y:2019:i:c:p:1-9. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.