LAUSR

This article aims to identify teachers’ accountability in the context of higher educational institutions (HEIs). Most of the literature has used student-oriented outcomes as basic building blocks of accountability. This article contributes to the literature by gauging teachers’ perceptions in conceptualising accountability in the HEIs. Indicators of accountability have been identified from the literature. Decision-making trial and evaluation laboratory (DEMATEL) method has been used to explore the nature of interrelationships among these indicators. Results reveal that accountability indicators have varying impact and some of these indicators have cause and effect type of relationship among them. The article underscores the role of performance-based accountability system (PBAS) which will help in assessing and evaluating teachers in the HEIs. It is argued that accountability strengthens the autopoietic nature of the HEIs and enables underlying knowledge generation and dissemination processes. Using accountability indicators, teachers can self-assess their performance and adapt to evolving needs of students, businesses, and societal stakeholders. The relationships among accountability indicators can be used by policymakers to steer the HEIs.