POWER SOURCES USED BY SCHOOL MANAGERS ACCORDING TO TEACHERS' OPINIONS

Abstract

School administrators are responsible for the fulfillment, development and continuity of educational management processes in schools. The practices and regulations put forward by the administrators in the management process of a school affect the teachers' perception of organizational creativity and the level of organizational cynicism. In order to achieve the goals of educational organizations and to achieve success, administrators benefit from the power resources they have in order to exhibit the attitudes and behaviors desired from the teachers. When the studies in the literature are examined in detail, it can be seen that the power sources used by school administrators play an important role on organizational culture, organizational climate and organizational success, the type of power or style is important for educational organizations, according to teacher perceptions, rewarding by school principals, positive personality and expertise power. It has been concluded that coercive power has a negative effect. In this study, it is aimed to determine the relationship between the power sources used by school principals and demographic variables of teachers according to teachers' perceptions. In this study, the survey model, one of the research models, was used and applied to 309 teachers. The "multi-stage sampling" method was used while creating the sample. In this context, the following conclusions have been reached. Looking at the results of the research; It is seen that teachers' views on the charismatic power dimension, which is one of the power sources used by school principals, do not show a significant difference according to gender, education level, branch and seniority variables. It was concluded that there is a significant relationship between the branch and education status variable and coercive power.