Investigation of the relationship between the power resources used by the principals and the levels of teachers' motivation and organizational commitment according to the class teachers' perceptions

This study aimed to examine the relationship between the power sources used by primary school principals and teachers' motivation and organizational commitment levels. The research size consists of 661 classroom teachers working in 38 public primary schools in Hatay province Dörtyol and Payas in the 2021-2022 academic year. The examples consist of 389 teachers in schools that can be reached randomly. In the research, the "Power Sources Scale," "Job Motivation Scale," and "Organizational Commitment Scale" were used as data collection tools. In the analysis of data and descriptive statistical techniques, the Pearson correlation analysis technique was used to determine the relationship between variables. "Multiple Regression Analysis" was used to examine how organizational power sources predict teacher motivation and commitment. As a result of the research, according to the perceptions of the participants, the sub-dimension of reward power, which is one of the sub-dimensions of power resources used by primary school principals, and the sub-dimensions of intrinsic motivation and extrinsic motivation of teachers were at a moderately positive level; It has been observed that there is a moderately negative relationship between reward power and the cohesion sub-dimension, which is one of the organizational commitment sub-dimensions, and a positive moderately significant relationship between identification and internalization sub-dimensions. There was a weak positive correlation between legal strength and compliance commitment and a weak negative relationship between internalization commitment. There was a weak negative relationship between the coercive power sub-dimension and intrinsic motivation, a moderately negative relationship between the extrinsic motivation sub-dimension, a moderately positive relationship between the organizational commitment sub-dimension, and a significant negative relationship between the identification and internalization sub-dimensions. There was a moderate positive correlation between personality strength and teachers' intrinsic and extrinsic motivation sub-dimensions. There is a moderately negative relationship between the adaptation sub-dimensions of organizational commitment and a positive, moderately significant relationship between the adaptation sub-dimensions of organizational commitment and the identification and internalization sub-dimensions. As a result of regression analysis, organizational power source dimensions, internal and external dimensions of teacher motivation, It was determined that organizational commitment significantly predicted adjustment, identification, and internalization dimensions.