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Journals / OPUS Toplum Araştırmaları Dergisi / 2022 / Cilt: 19 - Sayı: 49

Exploring the Accountability Relationships of Turkish School Principals: A Qualitative Study

Coşkun ERDAĞ
Şenyurt YENİPINAR
Pages
696–711
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Knowing the nature of context-dependent accountability environments can help principals adopt new roles and help policymakers improve their ill-natured accountability relationships, principal preparation and development programs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In developed countries, accountability mechanisms, external control and standardized testing to increase student academic achievement have fundamentally influenced school principals and their management styles.
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Key Findings & Data:This is significant because accountability relationships might be even destructive for principals and the school learning environment despite the intended formative and supportive purposes.
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Conclusion & Impact:Knowing the nature of context-dependent accountability environments can help principals adopt new roles and help policymakers improve their ill-natured accountability relationships, principal preparation and development programs.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Accountability · Principals · Control

Abstract

In developed countries, accountability mechanisms, external control and standardized testing to increase student academic achievement have fundamentally influenced school principals and their management styles. On the other hand, much is unknown about the Turkish principals’ experiences in their accountability environment. This is significant because accountability relationships might be even destructive for principals and the school learning environment despite the intended formative and supportive purposes. Therefore, the purpose of this study is to explore the accountability relationships of Turkish K12 school principals. The data of seventeen purposefully-sampled Turkish school principals were collected through in-depth phenomenological interviews. Data analysis yielded five major themes with supporting sub-themes: bureaucratic accountability environment, market accountability environment, professional accountability environment, accountability intensity, and accountability impacts on principals, teachers, schools, students and parents. Knowing the nature of context-dependent accountability environments can help principals adopt new roles and help policymakers improve their ill-natured accountability relationships, principal preparation and development programs.

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Cite This Article

ERDAĞ, C., YENİPINAR, Ş. (2022). Exploring the Accountability Relationships of Turkish School Principals: A Qualitative Study. OPUS Toplum Araştırmaları Dergisi, Cilt: 19 - Sayı: 49, 696–711. https://ajindex.com/articles/585481

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