The relationship between the school administrators' power sources which they prefer and the perception of the teachers' professional well-being

The Relationship Between Power Resources Preferred by the School Administrators and Teachers' Perception of Professional Well-being In this study, it was aimed to determine the relationship between the power resources preferred by the school administrators and the teachers' perception of professional well-being. In this study survey research model was used. The sample of the study consists of 515 teachers who work in the kindergarten, primary, secondary and high schools in the central district of Kütahya and the districts of Simav, Gediz and Tavşanlı. The research data were collected by the Teachers' Perception of Professional Well-being Scale and the Organizational Power Resources Scale. In this research, descriptive statistics, t-test and one-way analysis of variance were used in order to determine the opinions of teachers about professional well-being and power sources used by school principals. The Pearson Product Moment Correlation Coefficient was used to determine the relationship between the power supplies preferred by the school principals and the teachers' perception of professional well-being. According to the findings of the study, the teachers who participated in the research stated that the school principals use the most power of expertise and then the power of charismatic power and reward power respectively, and they use the least coercive power. It was determined that teachers had the highest levels of self-efficacy according to their perception of professional well-being, then they had professional cooperation and aspiration levels respectively, and the lowest level of recognition. Teachers' views on power sources preferred by school principals do not differ significantly according to gender and field variables, and they differ significantly according to age and vocational seniority of teachers. According to the teachers' perception of professional well-being, their opinions do not differ significantly according to gender, age and professional seniority variables and they differ significantly according to the field variable.There is a low positive correlation between the power sources preferred by the school principals and the teachers' perception of professional well-being. Keywords: Professional well-being, teacher, organizational power resources, administrators.