The Ability of Self-Accountability to Predict the Job Performance Level of the Heads of Departments in the Jordanian Directorates of Education

Abstract

Objective: The present study aimed to explore the ability of self-accountability to predict the job performance level of the heads of departments in the Jordanian Directorates of Education from their own perspective.

Methods: The study adopted the descriptive correlational survey-based approach. Data was collected through using two surveys, comprising 59 items, distributed to 180 academic leaders serving as heads of departments in the Jordanian Directorates of Education during the academic year 2021/2022.

Results: The study revealed that the heads of departments in the Jordanian Directorates of Education reported a high extent of practicing self-accountability in various areas. The self-accountability areas were ranked in descending order as follows: job discipline, time management, work and achievement, self-management, decision-making, and self-confidence. Additionally, the job performance level was found to be high, with the areas of job performance ranked in descending order as follows: communication, administrative control, leadership, and human relationships. Moreover, it was discovered that self-accountability areas, namely self-management, time management, decision making, and work and achievement, had the ability to predict the levels of job performance of the heads of departments.

Conclusions: Based on the findings, the study recommends implementing training programs that enhance knowledge about the concept of self-accountability, meeting self-accountability standards, and understanding the impact of self-accountability on the quality of outcomes. These programs should specifically target academic leaders and employees.