Accountability as a tool for the development of occupational professionalism of secondary school teachers

The purpose of this study is to examine the opinions of secondary school teachers on their accountability and occupational professionalism and the relationships between accountability and occupational professionalism. The study was conducted using relational screening model. The sample of the study was determined using simple random sampling and consisted of 576 teachers working at secondary schools in Gaziantep province in 2017-2018 school year. Data of the study were collected through personal information form and scales regarding accountability and occupational professionalism of teachers. In the analysis of the data, descriptive statistics were calculated; t-Test, ANOVA, Pearson correlation analysis, simple linear regression analysis, stepwise multiple regression analysis and Structural Equation Model (SEM) analysis were performed. As a result of the study, school teachers are mostly accountable and they consider themselves to be completely professional in terms of teaching profession. There is a significant and positive relationship between teachers' accountability and occupational professionalism and accountability is a significant predictor of occupational professionalism. In the relationship between accountability and professional sensitivity, contribution to the institution and emotional labor have a partial mediator role. In the relationship between occupational professionalism and duty and responsibility, expectations and communication have a partial mediator role. Based on the findings of the study, it is suggested that school-based managerial practices that will enable teachers to be accountable should be designed in order to increase occupational professionalism of teachers.