Kutlu, HayriyeCansoy , Ramazan2024-09-292024-09-292020https://search.trdizin.gov.tr/tr/yayin/detay/333908https://hdl.handle.net/20.500.14619/11795The purpose of this study was to examine the relationship between schoolprincipals’ power styles and teacher alienation. The participants were a totalof 582 teachers working in elementary, middle and high schools located inKarabuk, Turkey. This study used a correlational survey research design.The data were gathered through the Teacher Alienation Scale and PowerType Scale. The arithmetic mean, the Pearson product-moment correlationcoefficient and regression analysis were used for data analysis. The resultsshowed that school principals’ reward power and school principals’personality power were negatively correlated with teacher alienation. Schoolprincipals’ coercive power and legitimate power were positively relatedwith teacher alienation. It was found that school principals’ reward powerpredicted teacher alienation negatively and significantly. Also, schoolprincipals’ coercive power predicted teacher alienation positively andsignificantly.SummaryThe teacher is the most important agent for the realization of education.Education and training cannot be realized without teachers (Balcı, 2002;Başaran, 2000). Teachers should have high motivation and job satisfaction inorder to be successful, productive and effective in their profession.Nowadays, the term “alienation”, which is an organizational disease, isfrequently encountered in schools. Especially, administrators and teachers inschools face this problem (Polat & Yavaş, 2012). Elma (2003) states thatalienation occurs when the personnel consider their work meaningless, feelpowerless in their work, isolate themselves from the organization and theircolleagues, feel alone, and do not consider themselves as a part of theorganization.One of the elements that is considered to be effective in teacher alienationand important for the effectiveness of the school is the schooladministration. Administrators need to have many effective qualities tomaximize student learning and unite employees around the same goal. Oneof the qualities that they should use effectively is the concept of “power”.Power and power sources that shape the effectiveness and behaviors ofadministrators can also be an important factor in teacher alienation.Karaman (2006) concluded that administrators who take their power fromtheir knowledge create a more effective school environment. When theresearch studies are examined, it is seen that the behaviors of schoolprincipals and the power sources they use have effects on teacher alienation.It is important to determine the relationship between the power sourcesused by principals and teacher alienation in terms of teachers finding theirjobs more meaningful, not feeling weak and doing their job lovingly. In linewith this information, it is thought that the current study will makeimportant contributions to the literature.This study examined the relationship between school principals’ powerstyles and teacher alienation. The participants were a total of 582 teachersworking in elementary, middle and high schools located in Karabuk,Turkey. This study used a correlational survey research design. The datawere gathered through the Teacher Alienation Scale and Power Type Scale.The data employed from 582 scales were used to analyze the validity andreliability of the scales. Normality analyses were performed. The averagevalues of the whole power type scale and its sub-dimensions (reward power,legitimate power, coercive power, personality power) were determined, andthe average of the teacher alienation scale was also found. Correlationanalysis was performed to specify the relationship between the variables.Multiple linear regression analysis was performed to determine thepredictive power of power styles on teacher alienation. Teacher alienationwas considered as the dependent variable while the independent variableswere power styles and the sub-dimensions of power styles (personality power,reward power, legitimate power and coercive power).The results showed that school principals’ reward power and schoolprincipals’ personality power were negatively correlated with teacheralienation. School principals’ coercive power and legitimate power werepositively related with teacher alienation. It was found that schoolprincipals’ reward power predicted teacher alienation negatively andsignificantly. Also, school principals’ coercive power predicted teacheralienation positively and significantly.According to the research, school administrators were found to preferreward power at the highest level but coercive power at the lowest level. Itwas observed that teacher alienation decreased with reward power andpersonality power but increased with coercive power and legitimate power.It can be stated that coercive power and legitimate power have a negativeeffect while reward power and personality power create a positive effect interms of teachers’ making sense of their profession, not having a sense ofweakness, adopting the rules, identifying with their own value judgments,commitment to the school, and seeing themselves as a part of the school. Itwas noted that reward power interpreted teacher alienation perceptionsnegatively while coercive power positively made sense of teacher alienationperceptions. It was found that the use of material and moral rewards forcreating behavioral change in teachers in schools reduced teacher alienation significantly but increased significantly with suppression, punishment,threat and coercion.Some suggestions can be made based on the results of the research. Trainingprograms should be organized for school administrators to use the powersources effectively and efficiently in order to create a democraticenvironment, a positive school climate, and a collaborative, successful andsupportive corporate culture in schools. School administrators and teachersshould be informed about teacher alienation and its damage to the educationsystem in order to prevent alienation before it occurs. The centralorganization of the Ministry should prepare programseninfo:eu-repo/semantics/openAccessTarihDin BilimiİşletmeKamu YönetimiFelsefeİktisatUluslararası İlişkilerArticle54015143339089