School principal and teacher views on school administrators' accountability and managerial competencies

Kolmogorov-Smirnov test was utilized to identify the analysis required for the sub problems of the study and it was found that the data did not represent a normal distribution (p>0,05); therefore non-parametric analyses were preferred. In this context, , ss were used to identify teacher and school administrator views regarding school principals' managerial competencies and accountability, Mann Whitney-U and Kruskal Wallis tests were used to determine whether there were significant differences based on personal variables, correlation analysis (Spearman's rho) was utilized to determine the relationship between administrators and teachers and Mann Whitney-U test was utilized to identify the differences between administrator and teacher views. School administrators find school principals to be "highly competent" in terms of managerial competency and to be "almost always" accountable. There is a meaningful relationship between teacher views related to school principals' managerial competency levels and accountability. While school type, type of assignment, level of education, age and seniority variables did not generate significant differences, subject matter and gender variables were found to be meaningful in terms of personal variables related to school principals' managerial competencies. Teachers' assignment types, subject matter, level of education, age and seniority did not create significant differences regarding school principals' managerial competencies whereas type of school and gender played an important role. While school type, type of assignment, subject matter, level of education, age and seniority variables did not generate significant differences related to school administrators' accountability, gender was found to generate significant differences. Teachers' assignment types, subject matter, level of education, age and seniority did not create significant differences regarding school principals' accountability whereas gender was found to produce significant differences. School type was found to create significant differences in teacher views only in responsiveness dimension of school principals' accountability. Meaningful differences were identified between teacher and school administrator views related to school principals' managerial competencies and accountability. Key Words: Accountability, managerial competency, school administrator, school principal, teacher.