This research examines how perceptions of shared accountability for performance arise in a context of role expectations and interpersonal exchanges. We use the education context to view accountability as involving elements of board's and management's role expectations, history of their relationship, and leadership governance mechanisms. Using Frink and Klimoski's accountability role theory model, we explore governance roles, accountability practices, and school performance. We analyze interview data related to board chairs, board members, and principals/heads of Australian independent schools. We find that role expectations as well as the interpersonal exchanges (i.e., board/chair–principal relationship) shape accountability perceptions regarding school performance. The findings offer insights into the links between role expectations, interpersonal factors, and accountability practices. We point to the need of having a shared accountability model between the board and the principal, which may lead to improvement in performance within the school context.

中文翻译：

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角色期望和共同责任：学校治理框架

本研究探讨了在角色期望和人际交流的背景下如何产生对绩效共同责任的看法。我们利用教育背景将问责制视为涉及董事会和管理层的角色期望、他们的关系历史以及领导治理机制等要素。使用 Frink 和 Klimoski 的问责角色理论模型，我们探讨了治理角色、问责实践和学校绩效。我们分析与澳大利亚私立学校董事会主席、董事会成员和校长相关的访谈数据。我们发现角色期望以及人际交往（即董事会/主席与校长的关系）塑造了对学校表现的责任感。研究结果提供了对角色期望之间联系的见解，人际关系因素和问责实践。我们指出董事会和校长之间需要有一个共同的问责模式，这可能会导致学校绩效的提高。