ANALYSIS OF SCHOOL PRINCIPAL'S ACCOUNTABILITY PRACTICES ACCORDING TO TEACHER PERCEPTIONS

Abstract

In this study, it is aimed to determine the perceptions of teachers about the accountability practices of school principals. In order to achieve the stated aims, the survey model, one of the quantitative research methods, was used as a method in the research. In the research, scanning model was preferred because it gives the opportunity to measure the variable whose properties are given among these species at once. The population of the research consists of 5503 teachers working at various educational levels in the Arsuz, Belen and Ġskenderun district of Hatay Province. The sample of the study consists of 240 volunteer teachers determined from the population by the “Simple Random Sampling” method. Two data collection tools were used to collect data in the study. The first is the “Personal Information Form” to learn the personal information of teachers, and the second is the “Accountability Practices Scale”. Because of the normal distribution of the data in the study, parametric tests were used for data analysis. In the study, “I agree” in the “Responsibility” and “Ensuring” sub-dimensions of teachers’ perceptions of school principals’ accountability practices; It was determined that in the sub-dimensions of “Standards”, “Transparency” and “Inquiry”, “Somewhat Agree” level and teachers' general perceptions about accountability were at the level of “Somewhat Agree”. In addition, it was determined that the perceptions of teachers participating in the study regarding the accountability practices of school principals differ significantly according to the variables of gender and educational status, while it was determined that there was no significant difference according to the variables of professional seniority and the duration of working with the principal at the school.