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Show 127 then they, the teachers, ought to be allowed to choose the educa ... tiona1 methods and tools, and set the conditions in which the learning is to take This presents place. a interesting dilemma very because normally, noneducators who favor accountability oppose teacher power which would allow teachers to set the conditions, well is a is given responsibility he should In all known fairness, principle of management which requires some be given Violated that when commensurate one authority. proponents of accountability have considered the fact that conditions vary from school to school and that this variable ought to be considered in any accountability scheme.27 What is a puzzling is that educators who have advocated alism which would allow teacher's to control their profession-. profession are often the most ardent opponents of accountability which could ultimately lead that the of to such "profession" as a whole has not done measuring the quality of education. and merit pay schemes are It is further professionalism. a so Even impractical arguments for such schemes again provide one with as a . a more ers immediate issue--teac hi The fourth question--should from the. system before salaries sa 1 arles develop methods though accountability well as to more puzzling now--can tmprobeb le , the method by which b e pu t aSl·d e. 28 the less able teachers be removed are increased--is also related to 27chaffin ought ful III , thinks there ought to be testing, but that variables See Chaffin, "Tes t Results Could be 'Pa in Deseret News, 31 January 1973, p. A 11 to be considered. , 28It should also be mentioned that there exists the possibility for teachers to argue against accountability on educational grounds when their actual concern may be economic security. |
