What Are the Relationships between Teachers' Engagement with Management Information Systems and Their Sense of Accountability?

Autor/in	Perelman, Uri
Titel	What Are the Relationships between Teachers' Engagement with Management Information Systems and Their Sense of Accountability?
Quelle	In: Interdisciplinary Journal of E-Learning and Learning Objects, 10 (2014), S.217-227 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2033
Schlagwörter	Teacher Attitudes; Management Systems; Accountability; Correlation; Decision Making; Organizational Objectives; Information Systems; Secondary School Teachers; Foreign Countries; Neoliberalism; Technology Integration; Usability; Educational Practices; Semi Structured Interviews; Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Verantwortung; Korrelation; Decision-making; Entscheidungsfindung; Business goal; Unternehmensziel; Ausland; Neo-liberalism; Neoliberalismus; Bildungspraxis
Abstract	Many public and private sector organizations are supported by Management Information Systems (MIS) for collection, management, analysis, and distribution of the data needed for effective decision-making and enhanced organizational management. The existing body of research on MIS in education focuses on the systems' contribution to achieving organizational objectives and improving managerial practices. So far, research has given little attention to the multifaceted contexts of the technology integration and the effects of MIS on teachers. This study took a critical approach and suggests a linkage between MIS and the global neoliberal discourse, which seeks to implement norms of accountability in educational organizations. In order to examine this supposition, a research question was formed: what are the reciprocal relationships between teachers' engagement with MIS and their sense of accountability? Taking place in an Israeli secondary school, teachers were asked about their perceptions of MASHOV, an Israeli-developed MIS. Teachers exhibited different and often contradictory opinions about MASHOV's usability and its influence on their authenticity and sense of accountability. While management staff and a minority of teachers embraced the changes imposed by MASHOV, other teachers felt that the requirement to continually report through MASHOV left them feeling disempowered and unprofessional. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01