Examining the Relationship between School Principals’ Power Styles and Teacher Alienation

Abstract

The purpose of this study was to examine the relationship between school principals’ power styles and teacher alienation. The participants were a total of 582 teachers working in elementary, middle and high schools located in Karabuk, Turkey. This study used a correlational survey research design. The data were gathered through the Teacher Alienation Scale and Power Type Scale. The arithmetic mean, the Pearson product-moment correlation coefficient and regression analysis were used for data analysis. The results showed that school principals’ reward power and school principals’ personality power were negatively correlated with teacher alienation. School principals’ coercive power and legitimate power were positively related with teacher alienation. It was found that school principals’ reward power predicted teacher alienation negatively and significantly. Also, school principals’ coercive power predicted teacher alienation positively and significantly.

Keywords

• teacher alienation
• power styles
• alienation in education
• alienation
• power
• öğretmen yabancılaşması
• okul yöneticilerinin kullandıkları güç stilleri
• eğitimde yabancılaşma
• yabancılaşma
• güç