Abstract
SPECIAL EDUCATION TEACHERS’ PERCEPTIONS OF ACCOUNTABILITY IN EDUCATION
This research aims to ensure accountability of special education teachers working in educational institutions affiliated to the Ministry of National Education; This study was conducted to determine how and how it will be affected by situations such as openness, transparency, efficiency, and what level of accountability perceptions are. The level of accountability perceptions of special education teachers in education and whether they differ according to gender, age, level of work and being an administrator were examined. The research population consists of special education teachers working in the 1st, 2nd and 3rd levels of special education nursery classes, special education classes, special education practice schools in Zonguldak provinces and districts. As a measurement tool to measure special education teachers' perceptions of accountability in education, Prof. Dr. The “Teacher Accountability Tendency Scale”, which was adapted into Turkish by Yusuf Cerit and his colleagues, was used. IBM SPSS Statistics 26 program was used in the analysis of the research data. T-Test and ANOVA results were interpreted for the determined variables. The fact that the Cronbach Alpha values of the study were higher than the value predicted in the sum of internal accountability, external accountability and scale showed that the study was reliable. It was observed that the data were normally distributed with the Skewness and Kurtosis values of the data. In the findings obtained from the study, a t-test was performed for the variables of gender and being a manager, and no significant difference was found between the groups. In addition, ANOVA and Post. As a result of the Hoc tests, it was observed that there were significant differences between the groups.
Keywords
special education, teacher, accountability
