Examination of the relationship of the management power sources used by school principals and the motivations of pre-school teachers

In this study, the relationship between the administrative power sources used by school administrators and the motivation of preschool teachers was examined and researched. Relational descriptive research model was used in the research. Social sciences statistics program was used for the analysis of the data. Among the analyzes there are descriptive statistics, t-Test for data suitable for normal distribution and pairwise comparisons for those with normal distribution, ANOVA for multiple comparisons, and correlation test for correlation tests. Regression tests were performed to examine the effect of the variables. The research was conducted on 314 teachers working as pre-school teachers in state-affiliated institutions in the provinces of Diyarbakır, Çermik, Ergani, Dicle, Sur, Yenişehir, Bağlar and Kayapınar in the 2022-2023 academic year. Institutions where teachers work are ındependent kindergarten, kindergarten, practice kindergarten and special education kindergarten. In the research, the scales were prepared in digital environment and delivered to teachers in digital environments. A three-part scale was used as a data collection tool in the study. Personal Information section, Intrinsic-External Motivation Scale with 24 items and Power Types Scale with 30 items were used. The findings of the research can be summarized as follows; Intrinsic Motivation levels of the teachers participating in the research were higher than the Extrinsic Motivation level, an increase in the use of managers' reward power, mutual power, expert power, knowledge power, addictive power and charismatic power caused an increase in teachers' intrinsic and extrinsic motivation, ıntrinsic motivation levels of the teachers participating in the research were higher than the extrinsic motivation level, an increase in the use of managers' reward power, mutual power, expert power, knowledge power, addictive power and charismatic power caused an increase in teachers' intrinsic and extrinsic motivation. It has been determined that the internal and external motivations of the more senior teachers in the same school are higher than the other teachers working in the same school. Teachers adopt the power of commitment more than the types of power used by school administrators, they are more distant to coercive power. Reward power, mutual power, expert power, knowledge power, charismatic power dimension of male teachers' mean score is significantly higher than female teachers. In the dimensions of mutual power, expertise power, knowledge power, commitment power, charismatic power and reward power, it was determined that the average score of those who have been in administrative duty for 6 years or more is significantly higher than those who are not in administrative duty. Key Words; Managerial power, motivation