Performance-based accountability: exploring Ghanaian teachers perception of the influence of large-scale testing on teaching and learning

Abstract

Undergirded by “economic theory of the principal–agent problem”, the study investigated secondary school teachers’ perception of the influence of large-scale testing accountability on teaching and learning. Cross-sectional survey design was used. Simple random sampling was also employed to select 200 teachers for this study. The exploratory factor analysis results showed that although large-scale testing accountability serves as a motivational factor for teachers to be more productive, it puts pressure on teachers and students. Teachers reported teaching to the test (i.e. washback) and spending a lot of instructional time preparing students for the test. Teachers suggested that large-scale testing results should not be seen as the sole basis for teacher effectiveness. Rather, they indicated that large-scale testing results should be used to foster equitable distribution of educational resources and support teachers’ professional development to enhance teaching and learning. Implications for policy and practice are discussed.

Keywords

• Ghanian teachers
• large scale testing
• secondary school
• accountability