When you think about improving education, what comes to mind? Common answers usually suggest increasing funding, introducing new technologies, or implementing stricter rules.

However, Assistant Professor Dr. Tiong Ngee Derk from the School of Education challenges us to take on a fresh perspective.  

Listening to our teachers  

A dedicated teacher attentively guiding her students.

Their research took a unique angle by focusing on how teachers talk about and respond to accountability policies in public schools in Malaysia and Chile, two middle-income countries with contrasting education systems. Instead of just measuring outcomes or ticking boxes, the team analysed the professional discussions teachers engaged in as they navigated the pressures of external demands. What emerged was eye-opening: current accountability measures, although well-intended, often result in more surface behaviours than true transformation. This insight leads us to question the effectiveness of these externally enforced accountability policies on professional learning and education reform. 

As a former teacher himself, Dr Tiong is extremely passionate on the subject. He asserts, “Teachers don’t just need more training or stricter oversight. They need the time, trust, and support to deeply understand why changes matter and how to make them meaningful in their classrooms. It’s about creating environments where educators feel safe, respected, and equipped — not just monitored.” 

Changing the conversation on reform 

A group of teachers gathering around a table to discuss accountability policies.

At a time when education systems worldwide face uncertainty and pressure, this research highlights a critical issue: organisational culture and unwritten norms may hold schools back, and some of the technocratic policy tools used to improve schools may result in undesirable unintended consequences. Rather than focusing only on technology, resources or compliance schools should examine how their policies and routines either promote or hinder genuine growth. 

For policymakers, educators, and everyone invested in education, these findings challenge us to rethink accountability. It should not be a checklist or punishment, but a trust-based and growth-oriented process that truly supports teachers and students. 

“Real change happens when teachers are not just told what to do but supported to understand and take ownership. Accountability should inspire learning and trust instead of fear and compliance,” says Dr. Tiong. 

Education reform is about more than hardware or numbers. It is about people and culture. Listening to teachers’ voices could be the key to lasting, meaningful change.