Perceptions of Teachers Related Accountability Practices in Turkish National Education Sistem and Organizational Cynicism

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Year-Number: 2015-Volume 7, Issue 2

Abstract

The purpose of the study is to reveal the relationship between accountability practises in the Turkish National Education System and organisational cynicism as seen from the viewpoint of primary and secondary school teachers. A relational survey model was utilised and the research sample comprised 194 volunteer teachers (95 primary and 99 secondary school teachers) who worked at public schools in Hendek, Sakarya. The measure of organisational cynicism developed by Brandes, Dharwadker and Dean (1999) and adapted to Turkish by Kalağan (2009) was used for the data collection. It consists of 13 items about teachers’ thoughts on organisational cynicism. The scale of accountability practises in the Turkish National Education System, including the subscales of responsibility, standards, transparency, checking and questioning developed by Bulbul (2011) was used to measure accountability. Because the data distribution was not normal, mean, frequency, percentage, standard deviation, Mann–Whitney U, Kruskal–Wallis and Spearman’s rho correlation tests were used. According to the results, the teachers’ thoughts about organisational cynicism were at the level of (x ̅= 2, 38) ‘I don’t agree’ on the total scale, and their thoughts about accountability practises in the Turkish National Education System were at the level of (x ̅= 2, 95) ‘I am not sure’. When the total values were examined, it was determined that there were low, negative relations between teachers’ thoughts about accountability practises in the Turkish National Education System and their perceptions of organisational cynicism.

Keywords

Abstract

The purpose of the study is to reveal the relationship between accountability practises in the Turkish National Education System and organisational cynicism as seen from the viewpoint of primary and secondary school teachers. A relational survey model was utilised and the research sample comprised 194 volunteer teachers (95 primary and 99 secondary school teachers) who worked at public schools in Hendek, Sakarya. The measure of organisational cynicism developed by Brandes, Dharwadker and Dean (1999) and adapted to Turkish by Kalağan (2009) was used for the data collection. It consists of 13 items about teachers’ thoughts on organisational cynicism. The scale of accountability practises in the Turkish National Education System, including the subscales of responsibility, standards, transparency, checking and questioning developed by Bulbul (2011) was used to measure accountability. Because the data distribution was not normal, mean, frequency, percentage, standard deviation, Mann–Whitney U, Kruskal–Wallis and Spearman’s rho correlation tests were used. According to the results, the teachers’ thoughts about organisational cynicism were at the level of (x ̅= 2, 38) ‘I don’t agree’ on the total scale, and their thoughts about accountability practises in the Turkish National Education System were at the level of (x ̅= 2, 95) ‘I am not sure’. When the total values were examined, it was determined that there were low, negative relations between teachers’ thoughts about accountability practises in the Turkish National Education System and their perceptions of organisational cynicism.

Keywords