The structural relationship between accountability felt and responsible teaching in Turkish teachers: The mediating effect of innovative thinking
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Elsevier Ltd
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
The present study examined what relationships teachers’ external and internal accountabilities felt had on reflective thinking skills and whether teachers’ innovative thinking had any mediating effect between teachers’ external and internal accountabilities felt and their responsible teaching. This study used a correlational research design. Whether a literature-based hypothetic model explained the consequences of teacher felt accountability on the quality teaching practices mediated by innovative characteristics was tested. Research data were gathered from 472 teachers. Participants were asked to complete a survey that was composed of four scales for the measurement of external and internal felt accountability as well as their innovative thinking and level of teaching responsibility. The study revealed that teacher external accountability was significantly correlated with teachers’ innovative thinking, and responsible teaching, whereas teacher internal accountability was correlated with external accountability, innovative thinking, and responsible teaching, which indicated that teacher accountability felt may increase the teacher innovative thinking and responsible teaching.
Description
Keywords
Accountability, Innovative Thinking, Responsible Teaching, Path Analyses, Teacher, Reflective Thinking
Journal or Series
Thinking Skills and Creativity
WoS Q Value
Q2
Scopus Q Value
Q1
Volume
36
Issue
-
