The term “effectiveness” is one of the topics in which the impact of positivist methodology in educational management is intensely observed [1] . Effectiveness, in the most general sense, is a term that defines the extent of achievement of the predetermined goals of an organization [2] [3] , is a performance dimension that determines the levels of achieved goals of the organizations in the end of their applications [4] , is an ability of an organization to accomplish their goals by using the resources usefully [4] . According to these views, the success of an organization is determined by the achievements of its predetermined goals [5] . Therefore, effectiveness is related to the degree of accomplishment of the common goal. Action is ineffective if it does not lead to the goals. The degree of the accomplishment of a goal is the scale of effectiveness [6] . However, a person and an organization need to be active and sufficient in order to carry out the organizational goal up to the mark [7] . Hence the effectiveness of organizations is an outcome of the high quality product of the organization [8] .

Another term related to organizational effectiveness is “sufficiency”. Organizational effectiveness is connected to provide the individual requirements. Providing the sufficient number of members who are open to collaborate in order to achieve the organizational goal is the scale of effectiveness. Willingness to contribute to the common goal is highly related to the satisfaction of individuals in the end of their efforts. If the acquired satisfaction overpasses the given efforts, individuals demonstrates more willingness to contribute to the common goal and organizational effectiveness occurs [9] [10] .

Effectiveness of an organization is the result of sufficiency of the individuals who joint effort [9] . It is based on individual sense. If an individual realizes that his very own needs are provided in his work, he continues his contributions to the common effort. If not, he does not contribute any longer. Accordingly, effectiveness of an organization is the power of maintaining its existence by providing individual satisfaction. It can be defined as the power of balance. The power of balance is balancing the individual satisfaction and the individual devotion. The organization maintains its existence with this balance. Bursalıoğlu [11] explains the organizational balance as the relationship between individual’s contributions to the organization such as effort, skills, devotion and provision of the organization in the form of payment, security and embracement. In other words, balance is the correlation between the goals of the organization and the importance given to individual requirements. The percentage of participating members is directly proportionate to encouragement provided by the organization. On the other hand, the stronger connection between organizational goals and individual requirements, the more balanced the organization will be. Inspection is an important application in order to perform the education and training processes in accordance with the predetermined goals.

In Turkey, two separate inspection units are constituted in accordance with the delegated legislation number 652 about The Organization and Functions of Ministry of Education. Presidency of Counselling and Inspection is formed within the ministry and presidency of educational inspectors is formed within the provincial directorate for national education. After this delegated legislation, inspectors within the Ministry of Education are called “ministry inspectors” and the ones within the provincial directorate for national education are called “provincial educational inspectors”. Presidency of Counselling and Inspection is a consultation and inspection unit constituted based on the repealed Regulations of the Organization and Functions of Ministry of Education. Its work was regulated according to the provisions of Ministry of Education Inspection Regulations and Ministry of Education Inspection Instructions. Basis and procedures about the duties of Presidency of provincial educational inspections, election of provincial educational inspectors, their placements, their appointment to inspection, their duties, authorities and responsibilities, working principals, qualifications, backgrounds and displacements were regulated according to Ministry of Education Inspection Regulations which was accustomed based on repealed Regulations of The Organization and Functions of Ministry of Education.

It is a known fact that inspectors have a great role when an educational organization achieves its goal because the degree of achieved goals is related to use the resources productively. This can only be determined by inspection. Inspection process is needed for a productive and a rational management process. Inspection is one of the management processes and it is a counseling service and a vocational assistance that contributes to the development of the system and increment of effectiveness in terms of quantity and quality [12] . Since the organizational effectiveness is to meet the expectations of the organization and the organizational sufficiency is to provide the needs of members, it can be said that organizational balance is the balance of expectations and needs.

Success of educational systems is measured with its effectiveness and productiveness [13] . Considering the organizational effectiveness and sufficiency in terms of uniting ministry inspectors and provincial educational inspectors under the name of “educational inspectors”, it should be investigated whether this regulation provides and balances the organizational expectations (effectiveness) and individual requirements (sufficiency). Because organizations should observe the alterations in their environments and should make the necessary alterations in themselves right on time in order to maintain their existence and compete with the other organizations [14] .

In the study about the possible impacts of uniting inspection systems within Ministry of Education on organizational effectiveness and on individual sufficiency carried out by Göksoy and others [15] , the following possible positive reflections on organizational effectiveness are determined: quality and productivity will increase, costs, time and workforce will be saved, professions will increase, inspectors will recover from the impact of provincial directorate for national education, experiments will be shared, Ministry of Education will serve better and provide hierarchical equivalence, new norms, values and common purposes will occur, the duties will be carried out by a particular center with a holistic approach, corporation will be created in applications, new inspection culture will be developed, innovation and alteration process will start, synergy will be created, vocational definitions will be clarified, more productive and more amount of work will be carried out, organization will be embraced. The following possible negative reflections on organizational effectiveness are determined: There may occur some contradiction within groups due to the differences in personal rights. These kinds of negations can be decreased by arranging the legislations in this process and by organizing educational applications.

The possible reflections on individual sufficiency are as follows: job satisfaction and motivation will increase, respectability and reputation will develop, level of burnout will decrease, institutional learning will occur, personal and vocational development will be supported, social and personal rights will be improved, individual learning will be affected positively, more objective decisions will be made, expertness knowledge and experiences will be shared, self-confidence will increase; ministry inspectors’ motivations may decrease, fear of failure and fear of being misunderstood may lead to divergence from organizational goals, compliance problems may decrease the organizational devotion and different payments for the same work may destroy the work peace.

According to Barnard, an organization maintains its existence only if it keeps the balance between organizational goals and individual goals [16] . This study aims to determine the reflections of educational inspection system on organizational effectiveness and individual sufficiency based on the perceptions of educational inspectors. For this purpose, answers of the following questions have been searched:

a) What are the impacts of educational inspection system on organizational effectiveness (level of accomplishing organizational goals and functions)?

b) What are the impacts of educational inspection system on organizational sufficiency (providing individual requirements, improving personal rights, etc.)?

The research was carried out with qualitative research method. Since a phenomenon was aimed to be examined thoroughly in its own reality, qualitative research method was found appropriate. Phenomenologic method was used in the research. Phenomenologic method is the center of qualitative research method [17] . Phenomenologic method focuses on phenomena that is known but not examined intensely and deliberately [8] .

Purposive sampling, correspondingly maximum variation sampling method and criterion sampling method were used in determining the working group of the research. Purposive sampling allows examining the occasions which are informationally rich [18] [19] . Participants of the working group are selected based on the criteria that they are not inpector candidates and that they have been educational inspectors or ministry inspectors for at least 3 years. It is thought that the working group would have more awareness of the issue if they comply with the criteria. One volunteer educational inspector from each 3 cities in each 7 regions in 2014-2015 academic year in Turkey is selected in order to provide maximum variation. Therefore, 21 educational inspectors working in Erzurum, Van, Muş, Diyarbakır, Batman, Gaziantep, Hatay, Kahramanmaraş, Adana, Ankara, Konya, Sivas, Sinop, Düzce, Bolu, İstanbul, Tekirdağ, Kocaeli, Uşak, Manisa, İzmir are determined as the working group of the research. Information about the participants is given in Table 1.

According to the data in Table 1, 52% of the educational inspectors participating in the research have bachelor’s degree, 43% have master’s degree and 5% have PhD degree. In terms of service years of inspection, 29% of them have 6 - 10 years; 38% of them have 11 - 15 years; 19% of them have 16 - 20 years and 14% of them have 25 years and more inspection experiment. 14% of them have the least service years of inspection and it is 25 years and more.