Accountability

plays a very important role in the realization of educational aims,

goals, and objectives. Thus recognizing the “Who is/are” in

its formation and/or its implementation is important. They are the

local and international educational agencies, the school

administrators, the teachers, support staff, and the learners. They

are the key players responsible and accountable in carrying out each

of the components in the teaching and learning processes,

specifically, in the formulation of the general and specific

outcomes; in providing the right learning situation and learning

experiences; in the evaluation of teaching and learning processes;

and in the development and improvement necessary to achieve the

learning outcomes. Together, they form an integrated whole

accountable for the realization of the desired educational outcomes.

Gronlund (1974) classifies educational accountability program into

product accountability, process accountability and experimental

accountability. According to Grolund (1974):

“Product

accountability

refers to the belief that in order for learning to be best improved,

the teachers should be held responsible for the amount of learning

achieved by the students; process

accountability

is the belief that holding the teacher responsible for using

professionally sound methods may result to a maximum learning with

fewer negative effects; and experimental

accountability

is the belief that the school staff is responsible for systematically

trying out and evaluating alternative methods and improving student’s

learning.”(p.29-30)

Indeed

the attention and support of the administrators/supervisors are very

much needed. According to Aquino (1988, p.39), “it

is not enough and it is not fair to let the teacher tackle by herself

the heavy burden and complex task of bringing about effective

teaching”.

Haworth (1977) states “administrative

efforts to support faculty almost always helped to enhance student’s

learning”

(p.720).

Furthermore, McIntyre (1974, as cited in Aquino, 1988, p.

498)) states, “instruction

is a central subsystem of the total educational system, and

administering an improving the instructional program is an important

domain of responsibility for school administrators.”

Though

school administrators have great roles in attaining effective

teaching, according to Rubin (1972, as cited in Aquino, 1988, p.

550)) “the

impact of the teacher on the curriculum is, and always be

considerable”, for it is the teacher who translates the curriculum

into effective learning experiences.

However, it can be said according to Aquino (1988) that if

a student did not learn, the teacher did not teach well, and if the

teacher did not teach well, the supervisor did not supervise well. 

The

efforts of the support staff in the school system are of importance

in creating a supportive and positive atmosphere that is conducive to

learning. According to Ornstein (1990, p.698), “teachers to be effective,

need a supportive and positive atmosphere”. On experimental

accountability, according to Gronlund (1974) the school staff is

responsible for systematically trying out and evaluating alternative

methods of improving student’s learning.

In the study of Tabinas’s

(2004) on Assessment

of Chemistry Teaching: Public High Schools, Fourth District of Leyte,

the teachers identified unsupportive

facilitative staff

to “fairly affect” their teaching among other factors, 92% of the

teachers “strongly suggested” that improving the

general facilities of the school

is one of the solutions that can minimize their encountered

difficulty in teaching. It follows that the help of the support

staff in the maintenance of the school facilities is important.

Thus,

effective teaching is a cooperative process and its components are

inter-related and should be integrated. Shall we adhere to John Dickinson's motto: together

we stand, divided we fall?

Who’s

to blame?

References:

Aquino G.V. (1988).

Principles

and Methods of Effective Teaching.

Manila: National Book Store Inc.

Gronlund, Norman E.

(1974). Individualizing

Classroom Instruction.

New York:

Mcmillan Publishing,

Haworth, C. (1997).

Educational

Management.

New York: McGraw-Hill, Inc.

Ornstein, A. (1990).

Strategies of Effective Teaching. Englewood Cliffs, N.J.: Prentice

hall

Tabinas, Camilo

(2004). Chemistry Teaching in Public High Schools in Leyte, Fourth

District.USC

Graduate Journal,

XX(2), 37-45.