What are the Relationships between Teachers’ Engagement with Management Information Systems and Their Sense of Accountability?

Abstract

However, so far there has been little discussion about the effects that MIS have on their users. Within this limited body of re-search, studies have mostly focused on the perspectives of head teachers (Blau & Presser, 2013; Haughey, 2003; Selwood & Drenoyianni, 1997). Nevertheless, far too little attention has been given to the perspectives of teachers, who represent the majority of the MIS user base. This study takes the social construction of technology approach (SCOT) to suggest that technolo-gy is a manifestation of the social realm, and thus it bears different and even contradicting inter-pretations by players of potential interest. In the light of this approach, a critical discussion of MIS will be conducted by considering the perspectives and interpretations of teachers concerning the nature of MIS. As the literature review will suggest, the implementation and use of MIS in schools are associated with neoliberal policies, which aim to transform schools into 'business-like' organizations that abide by principles of accountability. The major objective of the study is to investigate the relationships between teachers' engagement with MIS and their sense of ac-countability.