This research aims to investigate primary school teachers’ accountability tendency levels. The concept of accountability gains importance in measuring the level of success in education, achieving the targeted success, and increasing quality. In the research, the convergent parallel design was used, which is a mixed-method type in which the quantitative and qualitative research processes are carried out simultaneously. With the mixed research method, teachers’ accountability tendencies were examined in depth, and findings that could not be revealed with a single method were reached. In this respect, policymakers and educators will be able to clearly see the importance of accountability. In the quantitative part of the research, 327 participants took part, and the level of accountability of the teachers was examined in the survey model according to the variables of age, working region, and gender. In the qualitative part of the research, 21 partici-pants took part, and teachers’ views on their perceptions of internal and external accountability were examined in detail. In this context, according to research findings, teachers’ internal accountability perceptions had the highest average. In addition, teachers’ perceptions of external accountability differed significantly according to the age variable. The external accountability perceptions of teachers aged 51 and above are higher than those of other groups. However, the internal accountability sources of teachers are being conscientious, having an ethical understanding, sharing experience, being reliable, having responsibility, being a role model, and having empathy. External sources of accountability are also school administrations, parents, and students.
Cite this article as: Özcan, M., & Kasalak, G. (2025). Accountability in schools from teachers’ perspective. HAYEF: Journal of Education, 2025, 22, 0009, doi: 10.5152/hayef.2025.25009.