Abstract
Classroom discipline is a prerequisite to effective teaching and learning. As classroom managers, teachers have at their disposal five power bases categorized by French and Raven (1960) as coercive, reward, legitimate, referent and expert power. Students’ perceptions determine the effectiveness of teacher‐applied power. If these perceptions change, the power will erode or cease. Educators tend to overuse, as well as ineffectively use, coercive and reward power. At the same time they tend to overlook the conscious application and relative benefits of legitimate, referent and expert power. Teachers have a responsibility to understand, and then selectively apply, each power base.
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