Exploring the accountability relationships of turkish school principals: a qualitative study
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ADAMOR Toplum Araştırmaları Merkezi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Accountability, Principals, Control, Expectations, Responsibility, Phenomenology, Hesap Verebilirlik, Okul Müdürü, Kontrol, Beklenti, Sorumluluk, Fenomenoloj
Kaynak
OPUS Toplum Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
49
