The relationship between teachers' power distance percepsions based on Bolman and Deal's Four-Frame Model

In this study, teachers' perceptions of power distance and their perceptions of leadership as defined in Bolman and Deal's Four Frame Model were examined. The research was conducted using an explanatory sequential mixed method design. Quantitative data were collected from 491 teachers, while qualitative data were obtained through semi-structured interviews with 21 teachers. The Power Distance Scale and the Leadership Orientation Scale were used as data collection tools. Quantitative findings revealed that perceptions of power distance and leadership orientations significantly differed by gender, age, education level, and teaching branch. Female teachers perceived higher levels of human resource and symbolic leadership, while male teachers reported higher power distance perceptions. Increases in age and education level were associated with higher perceptions of access difficulty. Differences by teaching branch were particularly evident among English, IT, and arts teachers. Strong negative correlations were found between power distance dimensions and leadership orientations. Qualitative findings showed that teachers expect more participatory, supportive leadership behaviors in decision-making and communication processes. Based on the results, it is recommended that school leaders develop more inclusive and accessible leadership practices that consider the diverse needs of teachers. In addition, educational policies should support teacher involvement and reduce hierarchical barriers in schools to foster more collaborative and effective leadership climates. Keywords: Power, Power Distance, Four Frame Theory, Leadership, School Administrator.