The Power Sources and Influences of Secondary School Principals in Eastern Ethiopia

Abstract

This study aimed to critically examine the power sources and influences of school principals in secondary schools of Eastern Ethiopia. A descriptive survey research design was employed to carry out the study. The participants of the study were 145 teachers, 78 principals, and 41 supervisors who were selected by using stratified and random sampling techniques. The researcher adopted descriptive and inferential statistics to make sound interpretations of data. The results revealed that school principals were mostly used expert, legitimate, and reward sources of power. Likewise, school principals have predominantly exercised a positional basis of power rather than personal power. There was a significant statistical difference in power sources of school principals regarding positions, gender, and service years. The findings also showed that school principals dominantly practiced proactive influencing tactics. Moreover, findings indicated that subordinates carried out school principals' compliance to obtain a prize or avoid punishment by applied reactive influence tactics. The study further discovered that subordinates were inclined to resist school principals' influence. This study suggests secondary principals should rethink how power is managed and deployed to make sound influence over subordinates to assure quality education. Hence, the results of the study may serve as a springboard to improve secondary school leadership and equip novice teachers to bring them a principalship position. Plus, this study may provide a clear picture for policymakers, scholars, and government officials to support and retain principals for long-term school improvement, and it may also a theoretical benefit for future research on the area of study.