The relationship between power base tactics of school principals' and teachers' work engagement

This study which is made through the demographic data (gender, school level, seniority, graduation status, the number of teachers at the school and the approximate time of work in the same school), aims to determine the relationship between power base tactics of school principals' and teachers' work engagement. In line with this main purpose, an answer to the question "Is there a significant relationship between power base tactics of school principals' and teachers' work engagement?" will be searched. The population of the research which is carried out in relational survey model, consists of 2798 teachers working in the center and provinces of Uşak in the 2020-2021 academic year; and the sample that is selected through easily accessible sampling method, consists of 350 primary, secondary and high school teachers. The research data have been collected with, 5-point likert-type, 41-itemed and three-dimensional "Power Base Games Scale" developed by Gencer (2018) and 6-point likert-type, 17-itemed and three-dimensional "Work Engagement Scale" adapted to Turkish by Turgut, T. (2011). For the statistical analysis of the data, Arithmetic Mean, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test, Pearson Product-Moment Coefficient and Multiple Regression Analysis were used. Statistical program was used to analyze the data collected in research. According to the results obtained from the research, it is determined that the perception levels of teachers towards the power base tactics of school principals' are medium in the tactic of sponsorship, medium in the tactic of alliance building, medium in the tactic of empire-building, medium in the tactic of budgeting, medium in the tactic of expertise, and low in the tactic of patronage. According to the research data, while teachers' views on school administrators' power base formation tactics and some sub-dimensions do not differ significantly according to the independent variable of gender, school level and seniority; Graduation status, number of teachers at school and working time in the same school differ according to independent variables. It is seen that the perception level of the teachers regarding the sub-dimensions of vigor and concentration towards work engagement is high, and the perception level of the sub-dimension of dedication is very high. In the research, it is understood that the perceptions of teachers about the level of work engagement are at a high level. Teachers' views on work engagement and some of its sub-dimensions differed significantly according to the independent variable of school level. No difference was found in the independent variables of gender, seniority, graduation status, the number of teachers in the school and the approximate working time in the same school. In the study, as the relations between school administrators' power base formation tactics and teachers' work engagement were examined, it was observed that there is a significant, negative, moderate relationship between all dimensions of sponsorship, alliance building, empire building, budgeting, expertise, bossing and teachers' work engagement levels. Finally, it was seen that the bossing dimension, which is one of the power base tactics of school administrators, predicted teachers' work engagement levels in a significant and negative way.