Teachers Accountability Environments: Implications for Turkish Schools

Year 2019, Volume: 11 Issue: 18, 2728 - 2759, 30.06.2019

Coşkun Erdağ

https://doi.org/10.26466/opus.559784

Abstract

In this study, it is aimed to create
a theoretical framework based on national and international literature on how
the accountability pressures shape employee feelings of accountability and to discuss
its implications for teacher accountability in Turkey. As a result of the
literature review, one of the factors that shape the  accountability beliefs of employees involves
four interacting dimensions: (i) Acountability source, (ii) accountability
purpose or focus, (iii) the intensity felt of the accountability pressures, and
(iv) the importance of the accountability issue perceived by the
employees.  The review summarizes that in
addition to whether bureaucratic, market and professional environment exert
some pressure or not on the employees and the focus of the pressures, if any,
the importance of accountability issues for the employees determines the level
of employee accountability beliefs. From here,  it is suggested that formal and informal
mechanisms should be established and kept functioning in order to increase the felt
accountability of teachers in Turkey. To this end, as a formal way, there
should set up measurable, achievable and consistent behavior and performance
standards on their qualifications, selection, professional development,
professional ethics and proper behavior which clearly reveal what is expected
of teachers and managers at work. In addition, data on teacher and student
performance should be collected from different stakeholders and sources,
especially by Management Information Systems, and teacher performance
evaluation should be performed based on data, and the correction of negative
behaviors should be ensured while rewarding and supporting good work. Informally,
besides, senior management units should develop a control discourse and culture
that encourages the right behaviors and discourages the wrong ones, bring the
need for control to the fore, show the understanding that control is a
necessary and indispensable process, both in words and actions.

Keywords

Accountability felt, Teacher accountability, Accountability environment, Teacher beliefs, Turkey

Öğretmenlerin Hesap Verebilirlik Çevreleri: Teorik Bir Çözümleme

Abstract

Bu
araştırmada, örgütsel yaşam içerisinde hesap verebilirlik baskılarının çalışanların
hesap verebilirlik inançlarını nasıl şekillendirdiğine yönelik ulusal ve
uluslararası alanyazın temelli teorik bir çerçeve oluşturulması ve Türkiye’de
öğretmenlerin hesap verebilirliğine ilişkin doğurgalarının ortaya konulması
amaçlanmaktadır. Literatür incelemesi sonucu, çalışanların hesap verebilirlik
inançlarını şekillendiren etkilerden biri olarak hesap verebilirlik ortamlarını
(i) hesap verebilirlik baskılarının kaynağı, (ii) baskıların amacı veya odağı,
(iii) hissedilen yoğunluğu ve (iv) yüklenilen sorumluluğun ehemmiyeti olmak
üzere birbirleriyle etkileşimli dört temel boyuttan oluştuğu sonucuna
ulaşılmıştır. Çalışanlar üzerinde bürokratik, sosyal ve mesleki çevrelerin
hangi amaçla, hangi koularda, ne kadar yoğun baskı uyguladıklarının yanı sıra,
baskı konularının çalışanlar için ne kadar önemli olduğu da çalışanların hesap
verebilirlik inançlarının düzeyini belirlemektedir. Buradan hareketle,
Türkiye’de öğretmenlerin hesap verebilirliklerini yükseltmek amacıyla formal ve
informal mekanizmaların oluşturulması ve işlerlik kazandırılması
önerilmektedir. Bu kapsamda, formal olarak öğretmen ve yöneticilerin
yeterlilikleri, seçimi, mesleki gelişimleri, mesleki etik ve davranışlara
ilişkin kendilerinden neler beklendiğini açık ve net olarak yazılı bir şekilde
ortaya koyan ölçülebilir, ulaşılabilir ve birbirleriyle uyumlu davranış ve
performans standartlarının belirlenerek uygulamaya konulması gerekmektedir.
Ayrıca, yönetim bilgi sistemleri başta oılmak üzere farklı paydaşlardan ve
kaynaklardan öğretmen ve öğrencilerin performanslarına ilişkin veri
toplanılmalı, verilere dayalı olarak öğretmen performans değerlendirmesi yapılmalı,
iyi işler ödülledirilip desteklenirken, olumsuz davranışların düzeltilmesi
sağlanmalıdır. Öte yandan, informal olarak üst yönetim birimleri doğru
davranışları cesaretlendiren ve yanlış olanlardan caydırıcı bir kontrol söylemi
ve kültürü geliştirmeli, kontrole olan ihtiyacı ön plana çıkarmalı, kontrolün
gerekli ve vazgeçilmez bir süreç olduğu anlayışını hem sözleriyle hem de
eylemleriyle herkese göstermelidir.

Keywords

Öğretmen hesap verebilirliği, Hesap verebilirlik ortamı, Öğretmen inançları, Bireysel hesap verebilirlik

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