Accountability and Leadership Practices in Bangladeshi Schools: A Supportive Approach for Implementing Inclusive Education Policy?
An accountability approach influences the way in which school leadership is practiced (Leithwood, 2001). A managerial approach to accountability is one which makes leadership practices to follow hierarchical system control (Møller, 2009). Market approach and decentralization approach to accountability respectively increases competition among schools for students and encourages the participation of parents and other community members in school governance structure. Professional approach to accountability emphasises on creating professional learning community (PLC) and distributes leadership to teachers empowering them in decision making (Leithwood, 2005). This paper reports on a study that examined the accountability approach and leadership practices in ten primary schools of Bangladesh that were involved in an inclusive education reform. Interview method was applied to collect data from formal and informal school leaders. Bangladeshi schools primarily use a managerial approach to accountability which makes the leaders of the school to be adherent to rules and accountable to the bureaucratic system. There was evidence of leaders who felt powerless because of the top-down management control system.
||Leadership Practices, Accountability Approaches, Inclusive Education, Collaboration, Decentralization
International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 3, pp.275-288.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1005.348KB).
PhD Researcher, Faculty of Education, Monash University, Melbourne, Victoria, Australia
Jahirul Mullick is full time PhD Researcher at Faculty of Education, Monash University. His area of research is leadership practice for inclusive education at primary schools in Bangladesh. He did his Bachelor of Education (BEd) in science education and Master of Education (MEd) in educational evaluation and research from Institute of Education and Research, University of Dhaka, Bangladesh. Before starting PhD study he was working at Institute of Educational Development, BRAC University. He was involved with teacher and school leaders’ development programs named Certificate in Education, Post Graduate Diploma in Education and Master of Education.
Professor, Psychology and Inclusive Education, Monash University, Melbourne, Victoria, Australia
Joanne Deppeler is Associate Professor at Faculty of Education, Monash University in Australia. Now she is Associate Dean of Research Degrees. She was co-investigator on several international research projects and chief investigator on Australian research projects focused on inclusive education in primary and secondary schools including an ARC-Linkage project. Her publications include numerous journal articles, book chapters and authored book on inclusive education. She is chair of the International Inclusive Education Research Panel, and member editorial board of international Journal of Inclusive education and the International Journal of Whole Schooling. Her research interests focus on the improvement of inclusive practices in schools and the professional learning of psychologists and teachers to support school improvement.
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