UNIVERSITY TEACHERS’ PERCEPTIONS ABOUT INSTITUTIONAL ACCOUNTABILITY IN PAKISTAN: A QUALITATIVE STUDY

Abstract

This research paper analyzes the perceptions of university teachers about institutional accountability in Lahore, Pakistan. After recognizing the diverse global understandings regarding accountability, this study offers a contextualized interpretation in local academic experiences of teachers at public and private sector universities. It utilizes a causal-comparative research design to investigate the accountability mechanism and its impact on quality of teaching and job satisfaction among teachers in both sectors. Richard Elmore’s (2004) concept of performance-based accountability is selected as theoretical framework to analyze the structures of governance and institutional policies which are directly influencing teachers’ responsibilities and learning outcomes of students. Research data has been collected via interviews from teachers across 5 public and 5 private universities to assess the effectiveness of accountability factors for professional growth and pedagogical practices. A large amount of international literature is available on accountability and employees’ performance, still there is a significant gap regarding university teachers’ institutional accountability in Pakistan. This research has addressed a neglected topic by comparing the accountability perceptions of teachers and its effect on students’ learning outcomes in both sectors. Results and data findings have highlighted the serious role of institutional accountability to enhance teaching quality, promote pedagogical innovations, and update higher education policies, and frameworks of governance in Pakistan.