The relationship between the power bases used by school principals and the power distance of teachers: The case of Muğla (Turkey) and Tamale (Ghana)

In this study, it was aimed to determine the relationship between the power bases used by school administrators and the power distance of teachers. The participants in the research consisted of teachers working in primary, secondary and high schools in Muğla –Turkey (10.181) and Tamale-Ghana (4793) provinces in the 2019-2020 academic year. The sample of the study consisted of Muğla (384) and Tamale (407) teachers. In the research, a Power Type Scale and an Organizational power distance scale were used. Statistical Program for the Social Sciences (SPSS) was used to analyze the data in the research. Descriptive statistics were used in determining the opinions of the teachers about the power bases used by principals and the teachers' perception of power distance. T-test, ANOVA and Kruskal Wallis H-test analysis were used to compare the opinions of the participants. Post Hoc tests were used to detect differences in Anova tests. Scheffe test was performed when the variances between the groups were distributed homogeneously and Dunnett's C test was performed when the variances were not homogeneously distributed. The relationship between power types and power distance levels in schools were determined by regression analysis. In the statistical analysis, .05 level was determined as the level of significance. According to the findings of the research, when the power bases/types applied by the school principals in schools in Muğla and Tamale were ranked according to the most and least used; It was determined that it was listed as reward power, personality power, legitimate power and coercive power. Results of the tests done in relation to power bases showed significant difference in terms of career level, school location, seniority and working time variables in the Muğla sample. In the Tamale sample, however; significant differences were recorded according to the gender, branch, career level, education level, school type, age, seniority and working time variables. When the perceptions of the power distance of teachers in schools in Mugla were sorted according to the highest and lowest level they are as follows; acceptance of power - acquiescence of power - instrumental use of power –and justification of power. In Tamale, when the perceptions of the power distance of teachers are sorted by the highest and lowest they are as follows; instrumental use of power - acceptance of power- justification of power- and acquiescence of power. Results of the tests done in relation to power distance showed significant difference according to the branch and school type, variables in the Muğla sample; however, in the Tamale sample, there was significant difference in terms of gender, branch, career level, education level, school type and working time. Teachers' perception of the organizational power types used by school principals showed significant variance on the reward and legal power bases based on the country variable. Teachers' perception of organizational power distance however, showed significant variation in all the dimensions of power distance based on the country variable. Also in Muğla sample; power types have been found to be an important predictor of power distance, except for the acquiescence of power dimension. In the Tamale sample, it was revealed that the power bases were a significant predictor of all the dimensions of power distance. Some recommendations have been made in light of the findings of this study; the power type that is effective in reducing the power distance of teachers is the reward power. This reward power can be used by school principals without excessiveness to reduce the power distance of employees. It has also been determined that the instrumental use of power is very high. This means that bureaucracy is not functioning properly. There is discrimination in the operation of bureaucracy from one person to another. In this context, the implementation part of policies on the management of educational institutions should be tied to legal procedures instead of leaving it to the the discretion of school administrators. Especially in the case of Tamale because the highest mean value for the instrumental use of power was recorded in this sample, which means that the rate at which teachers try to get closer to gain unsanctioned favours from those in position of power is very high. For both samples, high mean values were recorded for all the dimensions of power distance (justification of power, acceptance of power, Instrumental use of power and the acquiescence of power). In this context, decision-making processes in schools should be determined by regulation and should not be left to the initiative of persons occupying administrative positions. In addition, power distance is characteristic of hierarchical organizations. In such organizations, the higher one climbs the organisational ladder the more power one gets. The use of this power cannot be questioned by employees due to high power distance between them and the administrators. This leads to violation of rights, abuse of power and corruption in organizations. As such accountability and supervision in educational organisations must be duly legal, mandatory and independent. Keywords: Power distance, Power types, Organizational power, Turkey, Ghana