Performance-Based Accountability Of Primary School Teachers And Principals In The Khomas Education Region Of Namibia

Abstract

Performance-Based Accountability Systems (PBAS) in education seek to improve learning achievements of all learners and to reduce achievement gaps amongst learners from diverse backgrounds through improved classroom instructions. Such a system however does not exist in the Namibian primary education system despite the fact that learning achievements are still low. The purpose of this study was to seek an indepth understanding of the perceptions of primary school principals, teachers, parents and inspectors in Khomas Education Region regarding holding teachers and principals accountable for learners’ performance in an effort to improve learning achievements. This study utilized qualitative multiple case study research design. Data was collected through observations, document analysis and interviews from twenty six participants who were selected through stratified purposive sampling from five schools which were selected purposively. The findings indicate both positive and negative perceptions by participants regarding teachers and principals being held accountable for the performance of their learners. Majority of the participants believed that learning achievements were likely to improve if teachers and principals were to be held accountable because they would improve the manner in which they prepare for lessons and teach, not only to avoid sanctions but also to get the rewards attached to Performance-Based Accountability Systems.