Ministry of Education, İzmir.
Problem Statement: The new regulations for the last ten years in terms of educational inspection in the Ministry of National Education reveal the requirement of setting up a new inspection model that will focus on compliance with statutory regulations and improving the quality of education. In this context, this study is significant, assuming that the risk-based inspection model implemented by the Netherlands in 2007 should contribute to the studies conducted by the Directorate of Counseling and Inspection and in the field.
Purpose of the Study: This study aimed to determine the Ministry of National Education Inspectors’ adoption level of a risk-based inspection model and their consideration of its applicability at schools. The model consisted of elements necessary to establish a risk-based inspection model with risk analysis and quality improvement subdimensions. The subdimensions of the model were examined according to the subjects’ level of adoption and of its applicability together with the variables of gender, the school they graduated, degree, seniority in the position, age and subject taught at school in order to see if there were differences.
Method: The population of the study consisted of 319 assistant inspectors, inspectors and chief inspectors. No sample was chosen because the population was accessible within the framework of this study. The response rate of the survey was 50,15%, and the data collected from 160 Ministry of National Education Inspectors was analyzed with mean, standard deviation, frequency, Mann Whitney U and Kruskal Wallis H tests.
Findings: The inspectors completely adopted the ideas in the subdimension of necessary elements to establish risk-based inspection model and found them highly applicable at schools. The inspectors completely adopted the ideas in the subdimension of risk analysis and found them highly applicable at schools. The inspectors completely adopted the ideas in the subdimension of quality improvement and found them highly applicable at schools.
Conclusions and Recommendations: The risk-based inspection model was generally adopted by Ministry of National Education Inspectors and was found applicable at schools. However, in order to put this model into practice, the quality standards according to each school type should be set with the participation of the representatives from educational institutions and the e-inspection system should be established by specialist inspectors as a priority. On the other hand, since inspectors should take a significant role in the application stage of this model, the inspectors’ competencies should be developed in areas such as risk analysis, the use of information and communication technologies, etc.
Keywords: Risk-based inspection model, risk analysis, quality improvement.