Teachers' views on power use of school principals in management and their effectiveness

The purpose of this study is to investigate teachers' views on power use of school principals and their effectiveness. Accordingly, teachers' views were identified, and whether personal traits of teachers and school principals have a significant effect on teachers' views was investigated. Finally, the relationship between power use of school principals and effectiveness was determined. The population of this relational survey research consists of 790 teachers, working in central district of Düzce province in 2013-2014 academic year. In this study, random sampling method was utilized for sampling, and the research was carried out with 293 participants. The data collected with 'Personal Information Form', 'School Principal Effectiveness Scale' and 'Types of Power Scale' was analyzed with SPSS 17 software. Analyzing the data, percentage, frequency, standart deviation, Kolmogorov-Smirnov, Mann Whitney U, Kruskal Wallis, and Spearman Rho tests were utilized. According to results, teachers' views on effectiveness of school pirncipals is at 'agree' level. Teachers' view on 'budget and support' dimension is the highest, and 'instructional leadership' is the lowest. According to teachers' views, school principals use mostly 'reward power' and 'personality power', and never use 'compulsive power'. According to teachers' views, school principals also rarely use 'juristic power'. Teachers' views both on school principal effectiveness and power types are analyzed with regard to personal traits of teachers and principals. According to results, it is found that school principals' age, seniority in school management, seniority at current school have statistically significant effect on teachers' views. Moreover, teachers' traits such as gender, age, seniority in teaching profession, seniority at current school, educational level have also significant effects on teachers' views. Finally, the relationship between school principals' type of power and their administrative effectiveness is investigated. According to results, it is found that reward power and personal power of school principals have positive, statistically significant and high level relationship with school principals' effectiveness. Furthermore, compulsive power and school principals' effectiveness has a negative, statistically significant and low level relationship.