Teacher and administrator views on school principals' accountability

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dc.authorid0000-0002-0744-8647
dc.contributor.authorArgon, Türkan
dc.date.accessioned2021-06-23T19:41:57Z
dc.date.available2021-06-23T19:41:57Z
dc.date.issued2015
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe current study aims to identify teacher and administrator views regarding primary school principals' accountability. The case study model, a qualitative research method, was adopted in the study using the holistic single-case design. The working group was composed of a total of 56 individuals, 42 teachers and 14 administrators (11 principals and 3 assistant principals), employed in primary schools centered in the province of Bolu during the 2012-2013 academic year. They were identified via convenience sampling among volunteers. The semi-structured interview form composed of open-ended questions was used as a data collection tool. Content analysis method and digitizing qualitative data were used in data analysis. Research results show that teachers and administrators ascribe the same meaning to the concept of accountability and they believe everybody employed at schools should be held accountable. They also believe that school principals should not only be accountable to their superiors but that the first and foremost rationale for accountability comes from the requirement of principals to undertake their responsibilities properly and in line with the law. They believe that accountability develops a positive climate in schools and that school principals in the Turkish education system don't fully possess the characteristics of accountability. Based on the research results, it can be suggested that administrator assignments should be based on administrator characteristics and that accountability should be prioritized as an important criteria to ensure the employment of administrators who act with accountability in the education system.en_US
dc.identifier.doi10.12738/estp.2015.4.2467
dc.identifier.endpage944en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84940870102en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage925en_US
dc.identifier.trdizinid203761en_US
dc.identifier.urihttps://doi.org/10.12738/estp.2015.4.2467
dc.identifier.urihttps://hdl.handle.net/20.500.12491/8257
dc.identifier.volume15en_US
dc.identifier.wosWOS:000367987000007en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorArgon, Türkan
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAccountabilityen_US
dc.subjectPrimary Schoolen_US
dc.subjectSchool Principalsen_US
dc.subjectTeachersen_US
dc.titleTeacher and administrator views on school principals' accountabilityen_US
dc.typeArticleen_US

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