The organizational power applied by school principals and its effect on teachers’ perception of power distance

Abstract

The aim of this research is to examine the relationship between the power types used by school principals and the power distance perceptions of teachers. The population is composed of the teachers in Mugla (Turkey) and Tamale (Ghana). The sample is made up of 384 teachers from Mugla and 407 teachers from Tamale. The data used in this research were collected using Power Type Scale and Power Distance Scale, both of which were developed in schools. In the analysis of the data, descriptive statistics were used in determining teachers' views of the power types used by school principals and the teachers' power distance perceptions. T-test was used in determining the differences in opinions and perceptions regarding the power types and power distance according to the demographic variables considered in this study. In the statistical analysis made; 0.5 was chosen as the significant value. According to the findings of the research, Mugla and Tamale principals exhibited the same order of preference in the power types they employ. Mugla principals and Tamale principals used reward power and legitimate power respectively at statistically significant levels. Regarding power distance, Tamale teachers' perceptions in all the dimensions of power distance were higher than Mugla teachers' perceptions at statistically significant levels. In both Mugla and Tamale samples, power types used by principals were found to be very good predictors of teachers' power distance perceptions.