Relationship between Accountability and Teachers' Performance: A Systematic Review of Literature

It is important to draw attention to the devastating effects that accountability have on teacher performance, which some educational institutions use to monitor teachers. This article aims to study the relationship between accountability and teacher performance and its implications. This article used Systematic Literature Review (SLR) through PRISMA to analyze 29 research papers to fill the knowledge gap. The results of the analysis of previous studies showed that there is a positive relationship between accountability and teacher performance, which is summarized in reforming administrative systems, improving teacher performance, providing professional development programs, developing educational strategies, and increasing student test results. There are also destructive effects of this relationship, which lie entirely in the pressure of accountability that leads to governments disavowing responsibility. Its responsibilities in reforming education and places that responsibility on the shoulders of teachers alone, as well as schoolteachers’ feelings of tension, stress, and depression resulting from excessive accountability. The study recommends providing continuous support from actors in this regard about governance and accountability, enhancing the focus on cooperation and teacher partnership in evaluating his performance, and adopting the principle of collective responsibility for reforming educational systems, highlighting the great benefit of self-accountability, and in the future, we suggest conducting studies on accountability from a religious perspective.


Introduction
Organizations generally seek to keep pace with technological and cognitive developments to face intense change and competition.To provide high quality services at the lowest cost; To avoid poor performance and poor production; Therefore, leaders of institutions are keen to find mechanisms and means by which they can ensure that the institution's resources are not wasted, and that they are performed in a correct manner, in a way that achieves the institution's goals.As the accountability system is considered ancient, it has historically been linked to the emergence of organized human groups, which was accompanied by the emergence of management, and accountability was practiced before (3000) years BC in the Mesopotamian civilization, as the Code of Hammurabi included strict laws and laws against abusers in the Babylonian civilization, as Garbutt (1984) mentioned, and Madaus (2000) mentioned that the term (Accountability) has been used in educational systems since the beginning of the twentieth century.It is relatively behind the rest of the administrative sciences.Carolyn said: The educational system is a fundamental pillar of any human society and has a high value.It was necessary for the accountability system to be prepared to adapt to the needs of the educational system, to identify and control its strengths and weaknesses.Therefore, the accountability system is an official and societal demand, and it is an effective tool that guarantees good education for students at all academic levels, which is confirmed by the school's mission towards the process of comprehensive reform and development (Chapman, 1999).Accountability according to Jacobs (2000) means "submitting reports to determine the degree of conformity." between the agreed upon goals and what was actually achieved."Cain (2003, p:7) also defined it as "being called to account for actions." The topic of teacher performance is considered one of the basic topics in educational administrative organization, because of the importance it represents in achieving the goals set for the educational organization with all efficiency and effectiveness.The interest in the teacher, who is considered one of the most important resources of the educational institution, has appeared greatly during the previous period, because the teacher represents a great wealth.For the educational institution, Jen (2001) defines job performance as: the employee's implementation of his work and responsibilities assigned to him by the institution, or the efforts to which his job is related, meaning the results he achieves for the institution.Cheng and Hong (2014) also define job performance as: actions and behaviors performed by teachers that contribute to achieving the organizational goals of the educational institution.Educational organizations focus on holding teachers accountable in an exaggerated way at times, and this may lead to adverse results that affect the teacher's performance negatively, which hinders the improvement of the educational process.Much previous research suggests that the accountability process should not be excessive.However, the relationship between accountability and performance has not been studied.The teacher is widely involved in educational management in depth.This is what this study will attempt to discuss.We can only say that accountability is not a punitive process used by school principals and supervisory administrative systems, but rather a factor that stimulates the emergence of greater trust and participation.It can also be said that accountability is the starting point for the continuity of management of a high-performance educational institution, according to Salamit (2005).Likewise, accountability has positive effects at times and at other times negative, as it may lead to improvement and development in the teacher's performance, and at the same time, if it is misused, it may lead to great pressures on the teacher's performance.This study will attempt to explore the relationship between accountability and teacher performance in educational institutions through analysis A number of (29) previous studies discussed accountability and its effects on teacher performance in educational institutions.This study will ask the following questions: 1 What is the relationship between accountability and teacher performance as mentioned by the results of previous studies?2.Where geographically were the preceding studies conducted?A systematic search of relevant literature will be conducted in the main academic database in Scopus, as this database provides a comprehensive collection of peer-reviewed articles relevant to accountability and its relationship to teacher performance.

Search strings:
To ensure that relevant studies are retrieved, a combination of keywords and phrases will be used, including "management, AND accountability, AND teacher, AND performance" and related terms.Boolean operators (AND), (OR) will be used to refine search queries.

Inclusion and exclusion criteria:
Articles will be included if they focus on (management, AND accountability, AND teachers, AND performance).Exclusion criteria will include non-English publications, non-peer-reviewed sources, and studies published before 2004, as the review will prioritize recent developments in accountability and its relationship to teacher performance.In addition to being limited to scientific articles published in indexed journals and excluding conference papers and nonscientific articles.(LIMIT-TO (DOCTYPE, "cp") OR LIMIT-TO (DOCTYPE, "ar") In addition to using articles written in English only" (LIMIT-TO (LANGUAGE, "English").

Search period:
The search will include publications from 2004 to 2022, consistent with the latest developments in accountability and its relationship to teacher performance.

Sorting and selection
4.1.Preliminary screening: Preliminary screening will include evaluating the titles and abstracts of retrieved articles to ensure their relevance to the research questions.Irrelevant articles will be excluded at this stage.The examination will include a number of (114) available document.These documents were evaluated and examined, and at the end of the first sorting we extracted a number of (86) documents.Also, when we started downloading the documents, we were not able to find (53) documents for several reasons, including: their lack of availability for free or the lack of a link to them on the Internet.Accordingly, (33) Document downloaded only.At this stage, the documents were subjected to a quality assessment, and in the end a number of ( 29) documents were produced.The Figure 1 shows the PRISMA framework for this study.All authors have agreed with the inclusion and exclusion of the selected papers.

Full text review
Articles that pass initial screening will undergo a comprehensive full-text review.During this phase, each article will be evaluated for compliance with the research questions and inclusion/exclusion criteria.

.3. Data extraction
Data will be systematically extracted from the selected articles, including publication details (e.g., author, year), research methods, main findings, and contributions relevant to the research questions.

Quality evaluation:
To ensure the reliability and validity of the selected studies, a quality assessment will be performed using specific criteria to evaluate the methodological rigor of each source.The evaluation will take into account factors such as research design, data collection methods, and sample sizes.At this stage, the documents were subjected to a quality assessment, and in the end a number of (29) documents were produced.

Data collection and analysis:
The extracted data will be thematically categorized to identify recurring themes related to accountability and teacher performance, themes will be drawn from the research questions, and patterns, similarities and differences across studies will be identified.

Preparing reports
The results of this systematic literature review will be reported in accordance with SLR reporting guidelines (Kitchenham et al., 2009).The comprehensive report will include a narrative summary of key themes and findings, along with implications for accountability practice and recommendations for future research.

Study results:
The current section presents the results of the current study, whose primary goal is to clarify the relationship between accountability and teacher performance.It presents the results of the study by analyzing the results of previous studies.The presentation of the results was arranged according to the following seven study questions: Q1: What is the relationship between accountability and teacher performance, as indicated by the results of previous studies?Based on the results of previous studies that we analyzed, we divided them into two parts.The first section dealt with studies that showed a positive relationship between accountability and teacher performance, while the second section was devoted to previous studies that showed a negative relationship in activating accountability on teacher performance.Q1.1 Previous studies have shown a positive relationship between accountability and teacher performance: -We will note that (12) previous studies represent (37.9%) of the total (29) previous studies that we analyzed, which indicates that accountability has a positive impact on teacher performance, which lies in the fact that the strength of accountability reforms strongly affects student results.(Braun, H. 2004), that the openness and activity of school leadership in accountability had a significant impact on teachers' perceptions (Jason L. et al. 2016), and the priority of policies, accountability, and evaluation systems in selecting teacher candidates based on the most academically capable (Aydarova, et al, 2018), stresses the importance of pre-service teacher training programs around accountability according to performance (Clayton, 2018), and that levels of accountability are reflected in recruitment, performance appraisal and evaluation.Compensation, all of which has a positive and significant impact on organizational performance (Han, Y., & Hong, S. 2019), Student teachers' skills and attitudes as future teachers improve through pre-service accountability and evaluation systems training (Keshmiri, F. 2021).School accountability also considers multiple positive aspects for schools in educational reform in general, and the school leader has an important role in implementing this (Bluestein, S., & Goldschmidt, P. 2021).It promotes accountability based on building teachers' research knowledge capabilities.It encourages them to continue professional development and enables them to become partners in the process of producing research within their schools.(Brown and Aeon, 2022), education reform based on accountability for performance increases teachers' ability to compete in the labor market and be entrepreneurial.(Luna et al. 2022), in addition to a correlation between school accountability, student accountability, and improvement leading to the development of education strategies.(Faranji and Rashidi, 2022), principal supervision, motivation, job satisfaction, and accountability have a positive and significant impact on teachers' performance partially and simultaneously (Suryagiri et al., 2022), and finally there is a positive impact of accountability on teachers' professional organization.(Barceresa et al., 2022).Q1.2It showed a negative relationship between accountability and teacher performance: -We will notice that there are more than half of the studies (18 studies) representing (62%) of the total number of previous studies, the results of which showed that accountability has a negative impact on teacher performance, and these negative effects can be limited to the following: Accountability leads to increased pressures and incentives to exclude students.Low performers (Rustique, E. 2005), and there are tensions and pressures felt by teachers regarding accountability (Minicozzi, L, 2016).Performance and accountability agendas radically undermine the professionalism of teachers in seeking measures, goals, standards, tests, schedules, and audits to feed the system in the name of improvement, and also led to the increasing demand on accountability, there should be increased focus on school inspection (Ball, 2016).Likewise, holding the teacher accountable for student grade performance leads to negative aspects of testing systems (Christine, 2017).And pressures of accountability lead to governments shirking their responsibilities in education reform and placing that responsibility on the shoulders of teachers (Christine, 2017).External accountability did not lead to regulating behavior.The organizational structure within schools, but rather the students and parents, have the most influence on the performance of teachers (Mintrop, et al, 2017).And teachers question the validity of the evaluation system and are concerned about the intended and unintended negative consequences of the system.(Pizmony.et al, 2017).We assume that accountability is expressed through change in organizational culture rather than the more stringent punitive accountability model (Piper, et al, 2018), and teachers have concerns about evaluating performance on the basis of accountability (Cobanoglu, et al, 2018), and it can be said that There are pockets of resistance within both pre-service teachers and teacher educators to the policy of test-based accountability (Sherfinski et al, 2019), and a study (Smith, A, 2019) showed that dedicated and experienced teachers were negatively affected by an evaluation system that gives Prioritizing teacher learning over accountability is an integral part of successfully improving student achievement.Holding teachers accountable for students' school achievement is among the educational issues that policymakers and researchers have recently focused on (Aslantas, 2020).Policymakers have framed edTPA as a performance monitor.Rigorous, more like a "bar exam," designed to improve teacher quality (Cohen, J, et al.2020), that assessment information is not used for accountability purposes.Outstanding teachers were not rewarded, or poorly performing teachers were punished based on evaluation results.This process has negatively impacted teachers' motivation and attitudes (Musodza, et al, 2020), and global competitiveness and high-stakes accountability practices have steadily weakened teachers' expertise, authority, and professionalism by restricting teachers' ability to exercise professional discretion (Amrein-Beardsley, 2020).The study (Jerrim, J., & Sims, S. 2021) showed that there is a cross-national relationship between the accountability of the school system and the extent to which school employees feel stressed and stressed about this aspect of their job, although increasing accountability may lead to short-term improvements in Student performance, but this may be counterproductive in the long term if it leads to a reduced supply of teachers, with the shortage of high-quality teachers failing to keep up with demand, as a study (Camphuijsen, et al., 2022) reported that teachers suffer from The severe stress and depression caused by accountability control measures, and the effect of accountability measures on reinforcing unwanted emotional norms.Accountability practices cause teachers to feel a constant sense of being pulled in different directions, leading to emotional stress that manifests itself in the double pressure of having to reach Students are emotionally distressed and having to meet the expectations of the school and school evaluators, and a study (Parcerisa, et al, 2022) revealed that accountability tools tend to limit teachers' authority and decision-making authority at the individual level -that is, teachers' decisions and actions are increasingly conditioned by external evaluations and performance measures.And related policies, and the prevalence of a bureaucratic form of accountability that gives greater importance to compliance with rules than to performance results.Q2: Where geographically were previous studies conducted?There are (14) studies out of (29) previous studies discussed in this study that were conducted in the United States of America, representing (48.2%) of the number of previous studies, and they are studies: (Braun, H.  Q3.What research methods and analyses were used for the preceding studies?There were many research approaches and methods used in the previous studies that we analyzed, as most of the previous studies used the mixed approach, with (12) studies out of a total of (29) previous studies, at a rate of (41.37%).The mixed approach refers to the approach in which through it, combining quantitative research and qualitative research into one research.Data for both types are collected, analyzed, and interpreted in one study, and the goal of this merging lies in the desire to obtain a comprehensive picture of the problems to be studied and presented in a clear way (Al-Salami, 2019).And these mixed studies that we analyzed in this study are: (Mintrop, et     These tools differ in quantitative studies from qualitative studies, some researchers use the mixed approach to combine the advantages of the quantitative approach and the qualitative approach, and the most famous of these tools are Researchers use questionnaires, interviews, tests, and content analysis, and they often use more than one tool.When we analyzed previous studies that talked about the relationship between teacher accountability and performance, we found that there were (9) studies that used the interview as a study tool, accounting for (31%) of all previous studies, which is the study (   The studies we analyzed produced a wide range of propositions on the topic of accountability and its relationship to teacher performance.We will mention the most prominent of these proposals and recommendations that would improve teacher performance evaluation processes with regard to accountability in educational institutions.Below is a table showing the most prominent ones:

Recommendations Article n
Testing policies, or more generally, accountability policies must be temporary, as they are based on high-risk foundations.

The need not to make teachers a tool solely responsible for students' learning in the results-based accountability system
Christian, (2017).

Monitor schools and hold them accountable for meeting expectations;
The abundance of basic inputs, intervention to support students and schools that were struggling, and the system's accountability for providing such inputs and support.

Reconsider prioritizing teaching learning before holding a teacher accountable for performing in an application (edTPA)
Clayton, (2018).

Content analysis SPSS statistical analysis
Content analysis & statistical analysis spss Confirmatory factor analysis (CFA)

Article n
It would be useful to operate HRMS, if head teachers were taught about the potential effects of teacher training, teacher development, performance assessment, reward, and teacher discipline.

Cobanoglu, et al, (2018).
Enrich educational policy and practices on companies' participation in evaluation/accountability policy and the roles of preservation teachers and teachers in protesting at this moment when both expand simultaneously.

Sherfinski, et al, (2019).
The implementation of the punitive evaluation of teachers must be halted.Other systems should be considered to improve teachers' quality and student attainment.Teacher assessment is a necessary and important element in education; However, the choice of a peer assessment system, such as PAR, has shown that it negatively affects teachers.Teacher assessment does not seem to be the most effective way to increase student attainment and teacher quality, as previous research has confirmed.

Smith, A. (2019)
Develop a better understanding of the unintended negative side effects of intensive databased methods of school accountability and teachers.It is important to recognize that increased accountability within the school system is unlikely to be a one-way street towards "school improvement."

Brown & Ion, (2022).
We must highlight the great usefulness of subjective ethnography as a means of observing and analyzing teaching practice.

Farangi & Rashidi, (2022).
The school must improve the quality of supervision and accountability, enhancing teachers' performance.

Suriagiri, et al, (2022).
Trustworthy regulations with high collective and institutional autonomy should mitigate the effects of performance pressures on teachers' sense of independence.

Discussion and Conclusion:
This study analyzed the results of previous studies that showed the relationship between accountability and teacher performance, especially in the context of the positive or negative effects on teacher performance in schools.The systematic literature review (SLR) method was applied, and included articles in various geographical locations, such as the North American continent, and we focused on the United States of America, and the European continent, such as the United Kingdom, the Kingdom of Spain, and other European Union countries.We also discussed studies in the continents of Africa, Asia, and Australia (Figure 2).In our discussion, we focused on the similarities and differences in the methodology (Figure 3) and in the study sample, which mostly included the teacher community (Figure 4), as well as on the study tools the researchers used in collecting study data, most of which were interviews and questionnaires (Figure 5).In addition, on the type of statistical processes and tests used (Figure 6).These previous studies focused on accountability in a wide range of the educational sector on the assumption that accountability positively affects performance.However, the hypothesized relationship has not been widely explored in educational research (Dubnick & Frederickson, 2011).Therefore, the results of this study attempt to fill the gap in the literature.The results of this study can be divided into studies that demonstrated the positive impact of accountability on teacher performance, and studies whose results reported negative effects.Our findings can be summarized as follows.
First, the applied accountability directly and positively affected teacher performance in aspects of competence, research capabilities, and their perceptions of the future, student outcomes, and teaching strategies.While there are studies that have, highlighted devastating results of accountability, for example, teachers' feelings of tension, stress, and psychological anxiety.Governments shirk their responsibilities in reforming education and placing that responsibility on the teacher, excessive use of accountability as a punitive means, and increased focus on school inspection instead of improving and developing teacher performance.
There are many previous studies that mentioned suggestions and recommendations that can be used to improve the quality of teacher performance and improve the quality of education.The most prominent of these was what we explained in Table (7) of 15 previous studies.The most prominent of which was the necessity of building an accountability framework that involves the teacher and school principals, with the importance of the independence of accountability committees.In addition, not to use it to impose punishments on teachers.Despite this, we believe that accountability positively affects teacher performance if obstacles are excluded, through enacting systems and standards for accountability, explicitly involving teachers in the development and implementation processes, and implementing a system of rewards and pay for performance, while following the approach of independence of those who carry out accountability.Punitive teacher evaluation must be halted.Other systems should also be considered to improve the quality of teachers and student achievement, and the principle of collective responsibility for reforming educational systems should be adopted.

Recommendations and Suggestions
These are some recommendations and suggestions that researchers can benefit from to develop studies related to the topic of accountability and its relationship to teacher performance: 976 -Conducting studies that shed light on self-or dual-accountability.
-Providing more studies into modern trends towards accountability in education.
-Conducting studies on accountability from a religious and moral perspective.

977
Annex A Table A

Figure 3 .
Figure 3. Types of study methods used in previous studies.

Figure 5 .Figure 6 .
Figure 5. Types of Study tools used in previous studies

Figure 7 .
Figure 7. Future agenda recommended by preceding studies.
3. What research methods and analyzes were used for the preceding studies?Approach 4. What types of samples were used in the prior studies? 5. What study tools were used in previous studies?search tools 6.What types of analyzes are used in previous studies?Type of analysis 7. What is the future agenda recommended by preceding studies?
.1 List of articles taken from samples.