The relationship between the distributor's leadership role and the power resources they use of school managers

The purpose of this research is to analyze the relationship between school administrators' distributed leadership roles and the power sources they use. The research is correlational research, and a relational survey model has been used. The population of the research consists of teachers working in official secondary education institutions affiliated to the Ministry of National Education in Düzce and its counties. There are 1615 teachers working in 49 high schools in Düzce. The scales were applied to the participants via online tools and opinions have been received from 340 teachers. After personal information form containing demographic information for the participants, the "Distributor Leadership Scale" adapted into Turkish by Şahin et al. (2014) and "The Organizational Power Scale in Schools" developed by Altınkurt and Yılmaz (2013) has been used. Permission has been obtained from the scale developers to use the scales in the research. SPSS 25.0 program has been used for the analysis of the data, and Pearson Product Moments Correlation Coefficient has been calculated to find the relationship between the distributed leadership roles of school administrators and the power sources they use. In order to determine whether the distributed leadership roles of school administrators and the use of power sources they use differ statistically according to demographic variables; one-way analysis of variance, independent sample t test and post hoc test have been used. According to the findings obtained from the research, it has been seen that the level of realization of the distributed leadership roles of the school administrators has been at a high level according to the perceptions of the teachers. While there is a statistically significant difference in the level of fulfillment of distributed leadership roles according to the teachers' age, educational status, seniority, and school type variables, it hasn't differed significantly according to the variables of gender, branch, and the time worked with the school administrator. Another result of the research is that school administrators use the expert power at highest level and the coercive power at the lowest level in organizational power sources. While the teachers' views on organizational power sources used by school administrators have differed significantly according to the variables of education level, seniority, school type, working time with the school administrator, it hasn't showed a significant difference according to the variables of gender, age and branch. As a result of the research, a positive and moderately significant relationship has been found between the level of fulfilling the distributed leadership roles of school administrators and the level of organizational power resources used by them. Between types of power and distributed leadership, a low-level positive relationship with legal power, a moderately significant positive relationship with reward power, a moderately significant negative relationship with coercive power, a moderate positive relationship with expertise power, and a positive moderately significant relationship with charisma power has been found. Keywords: Distributed Leadership, Organizational Power Source