The relationship between the power sources used by principals and teachers' perceptions of organizational citizenship

The study examines the relationship between the power sources used by school principals and teachers' perceptions of organizational citizenship. The study was conducted using the correlational survey model, one of the quantitative research methods. The population of the study consists of teachers working in the Central District of Düzce Province during the 2023-2024 academic year. In this study, data were collected using the "Organizational Citizenship Behavior Scale" developed by Polat (2007) to determine teachers' organizational citizenship behaviors, and the "Organizational Power Resources Scale in Schools" developed by Altınkurt and Yılmaz (2012) to determine school administrators' perceptions of the power resources they use. The obtained data were evaluated using descriptive statistics, t-test, ANOVA, and Pearson correlation analysis. The Tukey test was applied to identify significant differences. The results of the analysis revealed that the power source with which teachers had the highest perception was expertise power, while the source with the lowest perception was coercive power. Organizational citizenship behavior levels were generally found to be at the "undecided" level; among the sub-dimensions, the highest average was found in the civic virtue dimension, while the lowest was in the cooperation dimension. Additionally, it was concluded that demographic factors (gender, marital status, seniority, school type, length of service, and graduation status) had different effects on teachers' perceptions of power and organizational citizenship behavior. According to the results of the correlation analysis, positive and significant relationships were found between teachers' perceptions of power and organizational citizenship behavior. Among these relationships, the highest level was found in charismatic power perceptions, while the lowest level was found in coercive power perceptions. Regression analyses revealed that only coercive power significantly predicted organizational citizenship behaviors, particularly the subdimensions of helping and civic virtue. The predictive power of other power sources was not found to be statistically significant. According to the results, the power sources used by school principals are effective on teachers' organizational citizenship behaviors, and this effect varies depending on the type of power source. Based on these findings, it was determined that the organizational power sources used by school principals are effective on teachers' organizational citizenship behaviors, and that this effect varies depending on the type of power source. Recommendations were made to practitioners and researchers regarding these findings.