Abstract
This study has been conducted through mixed-method approach to investigate the views of school principals and teachers regarding the power sources preferred by the principals. The study uses sequential explanatory design. First, quantitative data on teachers’ perceptions of power sources is obtained from 320 secondary school teachers. After the analysis of quantitative data, qualitative data is obtained through interviews with six secondary school principals and six teachers in order to provide an in depth analysis of the quantitative data. The analyses of the teachers’ views on power sources demonstrate that school principals use legitimate power, reward power, and expert power at most; they use charismatic power moderately and coercive power at least. The results are consistent with quantitative findings of the research. This study shows that diverse power sources, instead of relying on authority, make a positive impact on teachers’ performance. Therefore, informing school principals about the power sources is vital for an effective administration.
Highlights
Power sources used by school principals is a significant factor in influencing the school shareholders and directing them to the aim
The data obtained as a result of the interviews in the research were coded separately at different times by the researcher and the field expert and the codes given were compared. This part of the study includes the views of school principals and teachers about the power sources used by school principals
Based on the findings obtained, it can be concluded that school principals use legitimate power at most, which is followed by expert power and they prefer to use coercive power at least
Summary
Power sources used by school principals is a significant factor in influencing the school shareholders and directing them to the aim. Apart from the legitimate power the school principals hold, school principals’ guidance and influence on the teachers via their expert and charismatic powers, which are called personal power sources, plays an important role in enhancing the efficiency of education. According to the studies, (Özcenay, 2017; Taş, 2017; Yılmaz and Altınkurt, 2011; Yorulmaz, 2014) the school administrators in Turkey mostly use the legitimate power they hold as a result of their position and do not prefer to influence the teachers. This result reveals that the conventional understanding of management continues to prevail in schools and the school administrators do not use the power sources effectively. Informing the administrators about the power sources and their effective use is required to ensure the effectiveness of the education process
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