Stakeholders’ perceptions of education department’s academic performance accountability sessions in Motheo District, Free State Province

Abstract

In recent years, the emphasis on accountability in education has grown, with schools, colleges, universities, and education districts being held to increasingly high standards of academic performance. The study explored the perspectives of education stakeholders on academic accountability sessions held in the Motheo District, Free State Province. The primary purpose of the study was to bridge the gap in understanding among teacher unions, CMs, principals, and Departmental Heads regarding academic accountability and to clarify the department's perspective on the notion that teacher unions hinder academic accountability. The study was guided by two theories: Viktor Frankl's existential theory and Maturana’s systems theory. Furthermore, the study adhered to the global principle of academic accountability from the perspectives of both local and international countries. The study employed an interpretivist paradigm to acquire data from participants in a qualitative approach. The research design for the study employed a multiple case study approach, allowing for the comparison of data generated through one-on-one interviews, focus group interviews, observations of events in their natural setting, and an analysis of relevant documents. The employment of various data generation methods was intended to allow triangulation of data, thereby enhancing the trustworthiness of the study. The study involved three teacher unions, four CMs, four principals, and four Departmental Heads. Thus, 19 participants voluntarily participated in the study. Data analysis was conducted using a thematic data analysis strategy to identify the themes. The study established the positive and supportive stance of teacher unions, CMs, principals, and Departmental Heads regarding academic accountability and academic accountability sessions. Teacher unions support academic accountability and would like to participate in the processes leading to it. Involved teacher unions can discuss common understandings of academic accountability and hold sessions on the topic. A working model of accountability was developed within the parameters of the theories employed, leading to the development of the noogenic-systemic approach to academic accountability. Thus, every stakeholder is accountable for academic accountability. The researcher made recommendations to teacher unions, CMs, principals, and Departmental Heads. Teacher unions and the Department of Education should collaborate to develop a policy on academic accountability. The education department should ensure that academic accountability is officially documented. School Management Teams should practice accountability within their schools, while principals are expected to hold themselves accountable for the academic performance of their schools.