03074namaa2200433uu 4500 doab63872 oapen 20260305123944.0 m o d cr|mn|---annan 210306s2021 xx |||||o ||| 0|eng d 9780367362478 9780367362492 9780429344855 oapen oapen eng dc JN bicssc JNF bicssc Ehren, Melanie edt Trust, Accountability and Capacity in Education System Reform Global Perspectives in Comparative Education Taylor & Francis 2021 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Free-to-read Unrestricted online access star While Finland and Singapore both enjoy the global educational limelight due to their successful school systems, they differ considerably in their approaches to teacher accountability. Finland's light-touch teacher accountability system focuses on setting standards at the point of entry to the teaching profession, whereas Singapore uses a comprehensive, tiered, and competitive performance management system that deploys promotions and performance bonuses to manage the processes and outputs of teacher practice in schools. In this chapter, I use interviews with 24 Finnish and Singaporean teachers to explore the differences between these distinct approaches to teacher accountability-and to account for their disparate but apparently successful pathways. I argue that these disparate approaches share an underlying principle: each model of teacher accountability is compatible with the macrosystem in which it is embedded. Thus, teachers regard the accountability instruments as legitimate, enabling the instruments to favourably influence teacher motivation and practice. Specifically, public trust in Finland's education system is distributed throughout each level of the system, with teachers enjoying high generalised trust. This is compatible with an accountability approach that gives teachers considerable autonomy over their daily work. In contrast, public trust in Singapore's education system is concentrated on the Ministry of Education. This institutionally focused trust supports-and is supported by-a teacher accountability system that gives the managers considerable influence over teacher practice. All rights reserved http://oapen.org/content/about-rights English Education bicssc Educational strategies & policy bicssc teacher accountability policy; Finland; Singapore; teacher motivation; sociocultural context Baxter, Jacqueline edt Baxter, Jacqueline oth Ehren, Melanie oth DOAB Library. https://directory.doabooks.org/handle/20.500.12854/63872 0 Free-to-read: DOAB: description of the publication 92567 92567