THE COMPREHENSIVE STUDY OF ACCOUNTABILITY STRATEGIES EMPLOYED BY IRANIAN EFL TEACHERS IN GILAN PROVINCE

This study emphasized the value of teacher accountability as the means to help them to be aware of accountability standards in education and also it is conducted in an effort to investigate the role of gender, age, degree and teaching experience, average working hours, in teachers’ perception of accountability in language teaching career in an Iranian English as a foreign language (EFL) context. In the process of empirical research, 71 male/female EFL teachers teaching in English language institutes and schools in Gilan province with different academic degrees and different experience were provided with questionnaires of teacher accountability designed and administered to tap their perception toward the mentioned constructs. The collected data was then fed into SPSS to find the relationship between accountability and teachersʹ gender, age, degree, experience, average working hours. It was revealed that there is no significant difference between teacher accountability and the variables under the study.