The relationship between primary school supervisors? styles of using power in management and organizational culture

The aim of this study is to determine the effects of power types utilized by primary school administrators on the school?s organizational culture. School administrators might be defined as professional administrators who are allowed to pick the appropriate power type and when required share this power with others in order to accomplish the organization?s goals.This study is a descriptive research with a screening model. The sample of this study is made up of 424 teachers who work in state primary schools in the central districts of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan, Yenimahalle). The first part of data collection is made up of ?Demographic Information?; the second part is made up of ?Power Type Scale?; and the third part is made up of ?Organizational Culture Scale?. In order to analyze the sub-hypotheses of the study Pearson Product Moment Correlation Coefficient and Multiple Linear Regression analyses have been conducted.According to this study; there is a strong correlation between personality power and reward power utilized by school administrators; there is strong and significant correlation between personality, reward, legal, compulsory powers and the focus of organizational culture on achievement; an average but significant relationship between organizational culture?s focus on bureaucratic culture, a strong and significant relationship between organizational culture?s focus on duty culture and an average and significant relationship between organizational culture?s focus on support culture.Suggestions include that the school administrators use predominantly personality and reward powers; and a call for further research with different qualitative methods such as meetings, participant observation and interviews as well as research conducted under different settings.