<p>In education, accountability refers to the duty of teachers to ensure that students meet predetermined academic requirements and that their performance is fairly evaluated. This study investigated secondary school teachers’ perspectives on accountability in student assessment and the influence of non-achievement factors on their assessment practices in Jimma city, Ethiopia. This study employed a concurrent mixed-methods study design, in which data were gathered from 157 teachers using questionnaires and from eight teachers through interviews. The findings showed that while teachers generally agree on the importance of accountability in assessment, they faced significant challenges, including large class sizes and resource shortages. Students’ effort, attendance, and conduct are non-achievement factors that are also commonly influencing their assessment practices. The study highlighted the need for a balanced approach to accountability that considers both academic and non-academic factors such as students’ emotional well-being to create a more supportive and effective learning environment that improve educational outcomes.</p>