The willingness to legal power in education managementresolution in the context of political behaviors exhibited

This research, which aims to analyze the level of the relationship between the willingness to legal power and the political behaviors exhibited in education administration, in terms of personal variables, was designed with an explanatory mixed design. The relational survey model was used in the quantitative part of the study, and the basic qualitative research model was used in the qualitative part. In the research, maximum diversity and proportional stratified sampling methods, which are among the purposive sampling methods, were used. The study group of the research consists of 3 provincial deputy directors of national education, 3 district national education directors, 6 branch managers working in Van Provincial Directorate of National Education and central Edremit, İpekyolu and Tusba districts in the 2020-2021 academic year. It consists of 111 school principals and 210 assistant principals from different schools. Data collection tools are the "Willingness to Legal Power Scale", "Political Behavior Scale" and semi-structured interview form. As a result of the research, it was found that the participants' willingness to legal power and the level of political behavior exhibited were "very high", and these levels did not differ significantly in terms of personal variables. It has been determined that there is a positive, significant and "high" level relationship between the participants' desire to gain legal power and their political behaviors, and that this desire is a strong predictor of the political behaviors exhibited. The participants stated that in the desire to gain legal power, individual reasons come to the fore, the social benefit is more, it has a positive effect on the professional and career development of the individual, and using it outside of its purpose has negative consequences. While the society attaches the meaning of respect and dignity to legal power, they see teachers and other institution employees as service authorities. They stated that while being appointed as the education administrator, the method of assignment rather than appointment was used, political behaviors had to be exhibited, competence and merit were not taken as a basis, the criteria were not objective and equality of opportunity was not provided.