Investigating the Relationship between Teachers’ Organizational Identity Perceptions and Accountability Levels in School Climate and School Development Dimensions

Abstract

This study aimed to unravel the complex dynamics among accountability, school climate, and teachers’ organizational identity perceptions in three different types of schools: elementary, middle, and high schools. Structural Equation Modeling (SEM) was employed to examine the relationships among accountability, school climate, and teachers’ perceptions of organizational identity. The analysis was conducted using the lavaan package in R. The proposed model included direct paths from accountability and school climate to organizational identity, with school climate also being influenced by accountability. Additionally, indirect effects of accountability on organizational identity through school climate were evaluated. The findings revealed that accountability has a differential impact on organizational identity across these school levels, with the strongest direct effect observed among elementary school teachers. School climate plays a significant mediating role in the relationship between accountability and organizational identity, with middle school teachers experiencing the strongest indirect effect.