[01] Mohammed O. Alagha, Dept. of Foundations of Education, College of Education, Islamic University of Gaza, Gaza, Palestine. [02] Heba W. Aldahouk, Dept. of Foundations of Education, College of Education, Islamic University of Gaza, Gaza, Palestine.

This study aimed to investigate the effect of gender, educational qualification, and years of service of school principals on their estimation of Intelligent Accountability practices. The study sample consisted of (236) principals, (119 Male, 117 Female). The authors used a questionnaire which consisted of (57) items distributed on six domains: Mutual trust, Responsibility and Participation, Quality of education, Comprehensive assessment and diversity of Performance Indicators, Effective Feedback ,and Motivation and Enthusiasm. The study findings showed that: There were no statistically significant differences at the level (α ≤ 0.05) between the mean estimates of UNRWA School Principals in Gaza Governorate to practice degree of intelligent accountability attributed to variable of Gender (Male, Female), and to variable of educational qualification (Bachelor, Postgraduate). Meanwhile, there were statistically significant differences attributed to variable of years of service (less than 5 years, from 5-10 years, more than 10 years) in two areas (Effective Feedback, Motivation and Enthusiasm) and in the total degree in favor of less than 5 years.

Personal Variables, Intelligent Accountability, UNRWA, School Principals

[01] Abu Hashish, B. (2010). The degree of accountability to teachers for Secondary Schools Principals in Gaza Governorate. Islamic University Journal (Humanities series). Vol. (18),No. (2), pp. 597-626. [02] Al-Ameer, M. and Awamleh, A. (2011). The application degree of quality assurance standards in the Jordanian schools from the supervisors viewpoint. Jordanian Journal of Educational Sciences. Vol. (7), No. (1), pp. 59-76. [03] Al-Emari, H. (2004). The reality of educational accountability in the Ministry of Education in Jordan: An Analytical developmental Study. University of Jordan, Amman. [04] Al-Emari, H. (2011). Accountability in educational systems. Jordan: the modern world library. [05] Ayesh, A. (2009). School management "educational theories and their applications". Amman: Dar Al-Masirra Library. [06] Barber, M (2004): The Virtue of Accountability: System Redesign, Inspection, and Incentives in the Era of Informed Professionalism. Journal of Education, Vol. (185)No. (1). P.7-38. [07] Battah, A. (2006). Contemporary Issues in Educational Administration. Amman: Al-Shoroq House for publication and distribution. [08] Bousted, M. (2012). Inspection 2012 – Ofsted consultation on new framework for inspection of maintained schools and academies. Work Sheet submitted to Association of Teachers and Lecturers. [09] CATHOLIC EDUCATION OFFICE MELBOURNE (2009). A Learning and Teaching Strategy for the Archdiocese of Melbourne. Fraynework, Victoria Parade East Melbourne. [10] Cowie, M., Taylor, D. and Croxford, L. (2007): ‘Tough, Intelligent Accountability’ in Scottish Secondary SCHOOLS AND THE ROLE OF STANDARD TABLES AND CHARTS (STACS): A CRITICAL APPRAISAL. Scottish Educational Review, Vol. (39), No. (1), P. 29-50. [11] Dealy, D (2007). Managing by Accountability. What Every Leader Needs to Know about Responsibility, Integrity--and Results. Greenwood Publishing Group. [12] Ellison, S. (2009): Hard-Wired for Innovation? Comparing Two Policy Paths toward Innovative Schooling. International Education, Vol. (39) Issue (1). P (30-48). [13] Ellison, S. (2012): Intelligent Accountability: Re-Thinking the Concept of “Accountability” in the Popular Discourse of Education Policy. Journal of Thought, Vol. 47, Issue 2, Page 19–41. [14] Fullan, M. & Leithwood, K. (2010). GOOD GOVERNANCE FOR SCHOOL BOARDS: An Introduction to the Trustee Professional Development Program. CENTRE FOR GOVERNANCE EXCELLENCE, the Ontario Education Services Corporation. [15] Hassan, M. (2010). The two degrees of accountability and effectiveness and the relationship between them among secondary schools Principals in West Bank governorates from the point of view of employees in the Departments of Education. MA Thesis. Al-Najah National University, Palestine. [16] Hassan, M. (2010). The two degrees of accountability and effectiveness and the relationship between them among secondary schools Principals in West Bank governorates from the point of view of employees in the Departments of Education. MA Thesis. Al-Najah National University, Palestine. [17] Hodgson, G. K. (2011): Creating a climate of intelligent accountability in all-through academies, National College for School Leadership. [18] Hopkins, D (2013). Exploding the Myths of School Reform. Open university Press. McGraw-Hill Education. [19] Lopez, J. (2010) Review of All Systems Go: The Change Imperative for Whole System Reform by Michael Fullan. Education Review, 13. From: http://www.edrev.info/reviews/rev994.pdf (Accessed in 06/03/2014). [20] Ministry of Planning and International Cooperation (1997). The first version of planning Palestine. Palestinian Authority, Palestine. [21] Mustafa, S. (2007). Proposed foundations to build a quality assurance system for higher education. UNRWA, Institute of Education, Jordan. [22] Okhuarashidh, A. (2006). Accountability and effectiveness in educational administration. Amman: Dar Al-Hammed library. [23] O’Neill, O. (2002): A question of Trust. Cambridge University Press. Cambridge CB2 1RP, United Kingdom. [24] Palestinian Ministry of Education and Higher Education (2013). Educational Statistical Yearbook for the academic year 2012/2013, Ramallah, Palestine. [25] Sahlberg, P. (2007). Education policies for raising student learning: the Finnish approach. Journal of Education Policy. Vol. 22, No. 2. pp. (147–171) [26] Sahlberg, P. (2007): A plea for intelligent accountability. The Journal of Public Sector Management, Vol. (37), Issue (3), Oct 2007, Page 49-66. [27] Secondary Heads Association (SHA) (2003): Towards Intelligent Accountability for Schools a policy statement on School Accountability. Policy paper 5. [28] Salama, J. (2013). Accountability Role In Improving UNRWA Teachers' Performance As Perceived by School Principals And The Ways of Developing It. MA Thesis. Al-Azhar University, Gaza, Palestine. [29] Slater, L. (2013). Quality assurance and accountability: Building high-performing and improving education systems. CfBT Education Trust. [30] Tarkhan, M. (2006). Accountability: concept, types, and applications in modern school administration. UNRWA: Department of Education, Institute of Education. HT.1.2006. [31] Toomey Michele (1999) "Learning Self-Expression with Accountability" http://www.mtoomey.com/selfexpression.html (Accessed in 03/03/2014). [32] UNRWA (2011). Function Declaration for director of educational area. Personnel department in UNRWA, Gaza. [33] Vanderploeg, L. (2013). LEADING FOR DEEPER CHANGE. In CASE. Vol. (54), No. (4). Page. 2-23. [34] Wyatt-Smith, C. & Klenowski, V. (2012): Whole School Approaches to Standards and Improvement: “Intelligent Accountability”. Classroom Connections — Issue 4, October 2012, Department of Education, Training and Employment. [35] Žalec, B. (2013). Trust, Accountability, and Higher Education. SYNTHESIS PHILOSOPHICA 55–56 (1–2/2013) pp. (65–81).