As a popular policy for school improvement in western culture, accountability for academic performance at schools is now in the reform agenda of Turkish educational system. Since developed in a different educational culture, it is important for the policymakers to be aware of the differences and similarities among Turkish teachers’ beliefs in and views on the different accountability policies for higher academic achievement in core school subjects. Aiming to evaluate the thoughts of teaching staff on various accountability policies, this study of causal-comparative design revealed that, based on the data obtained from the stratified sample of 357 teachers and 154 administrators from the primary, elemantary and high schools in Kütahya, Turkey, via the Accountability Policies for Academic Performance questionnaire, the principals and teachers mostly agree with the need of teacher autonomy, professional qualification and professional development practices as well as the need for the generation of information about performance. While the teaching staff doesn’t support the parents’ participation both in administrative and instructional practices and decision making, they rather see professional accountability policies are the best for schools to increase academic performance. Additionally, those teachers; working as principal, male, teaching at private schools, and at schools with science program more support than other groups the performance accountability policy; the sum of teacher responsibility, student assessments, performance evaluations, rewards and punishment policies. Differently, all the teachers and principals strongly agree with the professional accountability policy; comprising teacher autonomy, teacher qualifications and professional development practices