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Okul Müdürlerinin Okul Yönetiminde Başvurduğu Güç Türleri

Year 2011, Issue: 3, 3 - 28, 23.07.2016

Abstract

Örgütsel davranışlar güç ilişkilerine göre şekillenmekte ve bütün sosyal ilişkiler bir çeşit güç ilişkisini yansıtmaktadır. Gücü kullanan kişinin tarzına, çalışanlarla olan iletişim biçimine ve örgüt iklimine göre farklı sınıflandırmalara ayrılan güç konusu, genel anlamda karizmatik, yasal ve geleneksel güç türleri şeklinde alt kategorilere ayrılabildiği gibi daha ayrıntılı olarak ödül, zorlayıcı, yasal, karizmatik, uzmanlık ve bilgi güç türleri şeklinde sınıflandırmalara da tabi tutulmuştur. Okul müdürlerinin yönetimde kullandıkları güç türlerini belirlemeyi amaçlayan bu çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılarak öğretmen görüşleri analiz edilmiş ve değişkenlere göre yorumlanmıştır. Araştırmanın sonuçlarına göre hem öğretmenler hem de okul müdürleri okul yönetiminde en fazla bağlılık, uzmanlık ve bilgi güç türlerinin kullanıldığını ifade etmekte; en az başvurulan güçtürleri olarak ise ödül, zorlayıcı ve karizmatik güç türleri gösterilmektedir

References

  • Akçay, A. (2003). Müdürler Öğretmenleri Etkileyebiliyor mu? Milli Eğitim, 157, 75-88.
  • Aktay, Y. (2009). Karizmanın Rutinleşmesi, Yeni Şafak Gazetesi, 06.04.2009.
  • Ayvacı, H. Ş. ve Küçük, M. (2005). İlköğretim Okulu Müdürlerinin Fen Bilgisi Laboratuarlarının Kullanımı Üzerindeki Etkileri. Milli Eğitim, 32 (165), 150-161.
  • Bachman, J. G., Bowers, D. G. ve Marcus, P. M. (1968). Bases of Supervisory Power: a Comparative Study In Five Organisational Settings. In A. S. Tannenbaum (eds) Control In Organisation (224-236). NY: Mc Graw.
  • Balcı, A. (1997). Okul Yöneticilerinin Liderlik Stilleri. Türkiye’de Eğitim Yönetimi, Prof. Dr. Ziya Bursalıoğluna Armağan, Ankara: Kültür Vakfı Koleji Yayınları.
  • Balcı, A. (2005). Eğitim Yönetimi Terimleri Sözlüğü. Ankara: Tek Ağaç.
  • Barbour, J. D. (2006). Theories of Administration. In F. W. English (Eds.) Encyclopedia of Educational Leadership and Administration (p. 23-27) Volume 1, London: Sage.
  • Barnard, C. (1992). Informal Organisations and Their Relation to Formal Organisations. In J. M. Shafritz ve A. C. Hyde (Eds), Classics of Public Administration (p.96-101). Third edition, California: Wadsworth Publishing Company.
  • Bruins, J. (1999). Social Power and Influence Tactics: A Theoretical Introduction. Journal of Social Issues, 55(1), 7-14.
  • Bugental, D.B. ve Lewis, J.C. (1999). The Paradoxical Misuse of Power by Those Who See Themselves as Powerless. Journal of Social Issues, 55(1), 51-64.
  • Bursalıoğlu, Z. (1981). Eğitim Yöneticisinin Yeterlikleri, İlköğretim Okulu Müdürlerinin Yeterliklerine İlişkin Araştırma, Ankara Üniversitesi Eğitim Fakültesi Yay.
  • Cartwright, D. ve Zander, A. (1959). Power and Influence in Groups: Introduction. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.215-235). Ann Arbor MI: Research Center For Group Dynamics, University of Michigan.
  • Cevizci, A. (2002). Felsefe Sözlüğü,5. Basım. İstanbul: Paradigma Yayınları.
  • Çıldır, T. K. (2008). Yönetici ve Öğretmen Görüşlerine Göre Peter Blau’ nun Sosyal Takas Kuramının Ankara İli İlköğretim Okullarında Uygulanma Durumu. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü Yayınlanmamış Yüksek Lisans Tezi.
  • Elias, S.M. ve Loomis, R.J. (2004). The Effect of Instructor Gender and Race/ Ethnicity on Gaining Compliance in class. Journal of Aplied Social Pschology, 34 (5), 937-958.
  • Erchul, W.P., Raven, B.H., ve Whichard, S.M. (2001).Social Psychologist and Teacher Perceptions of Social Power in Consultation. Journal of School Psychology, 39 (6), 483-497.
  • Etzioni, A. (1961). A Comparative Analysis of Complex Organisations, On Power, Involvement and Their Correlates. NY: The Free Press.
  • Fiedler, F. E. (1959). Personality and Situational Determinants of Leadership Effectiveness. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.362-380). Ann Arbor MI: Research Center For Group Dynamics, University of Michigan.
  • French, J. R. ve Raven, B. (1959). The Bases Of Social Power. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.259-269). Ann Arbor MI: University of Michigan.
  • Gibson, J. L., Ivancevich, J. M., Donnely, J. H. ve Konopaske, R. (2003). Organisations, Behaviour, Structure, Processes. Eleventh Edition. NY: Mc Graw Hill.
  • Gold, M. (1959). Power in the classroom. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.251-258). Ann Arbor MI: Research Center For Group Dynamics.
  • Gong, J. (2006). Power. In F. W. English (Eds.) Encyclopedia of Educational Leadership and Administration (p. 784-785) Volume 2, London: Sage.
  • Güzelay, G. (2007). İnsan Kaynağı ve Önemi. Hürriyet, İnsan Kaynakları. 30.09.2007. Hall, R. H. (1977). Organisations: Structure and Processes. London: Prentice.
  • Hales, C. (1997). Power, Authority and Influence. In A. Harris, N. Bennett and M. Preedy (Eds.) Organisational Effectiveness and Improvement in Education. Buckingham: OUP.
  • Hornby, A. S. (2001). Oxford Advanced Learners’ Dictionary. Oxford: OUP.
  • Hornstein, H. A. (1968). Influence and Satisfaction in Organisations: A Replication, Sociology of Education, 41, 380-389).
  • Hoy, W. K. ve Miskel, C. G. (2001). Educational Administration Theory, Research and Practice. NY: Mc Graw Hill.
  • İşbilir, H. (2005). İlköğretim Okulu Yöneticilerinin Duygusal Yeterlikleri ile Kullandıkları Yönetsel Güç Kaynakları Arasındaki İlişkinin Öğretmen Algılarına Dayalı Olarak İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Gaziantep Üniversitesi, SBE.
  • Julian, J. (1966). Compliance Pattern and Communication Blocks in Complex Organisations. American Sociological Research, 31(3), 382–389.
  • Kasapoğlu, M. A. (1999). Sağlık Sosyolojisi: Türkiye’ den Araştırmalar. Ankara: Sosyoloji Derneği Yayınları.
  • Katz, D. ve Kahn, L. K. (1966). The Social Psychology of Organisations, NY: John Wiley and Sons.
  • Kızılçelik, S. ve Erjem, Y. (1992). Açıklamalı Sosyoloji Terimleri Sözlüğü. Konya: Göksu Matbaası.
  • King, R. (1983). The Sociology of School Organization. San Francisco: Jossey Bass.
  • Koçel, T. (1989). İşletme Yöneticiliği. İstanbul: İstanbul Üniversitesi İşletme Fakültesi Yay.
  • Korton, D. C. (1959). Situational Determinants of Leadership Structure. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.351–361). Ann Arbor MI: Research Center For Group Dynamics, Michigan.
  • Koslowsky, M., Schwarzwald, J. ve Ashuri, S. (2001). On Relationship between Subordinates Compliance to Power Sources and Organsational Attitudes. Applied Psychology: An International Review, 5(3), 455–476.
  • Kotter, J. P. (1996). Power, Dependence and Effective Management. In J.S.Ott Classic Readings In Organisational Behaviour (p.425–434), Florida: Harcourt Brace.
  • Leithwood, K. (1992). The Move Toward Transformational Leadership. Educational Leadership, 8-12.
  • Lippitt, R., Polansky, N., Redl, F. ve Rosen, S. (1959). The Dynamics of Power. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.236–250). Ann Arbor MI: Research Center For Group Dynamics, Michigan.
  • Lunenberg, F. C. ve Ornstein, A. C. (2000). Educational Administration, Concept and Practices, Third Edition, Stamford: T. L.
  • Luthans, F. (1992). Organizational Behaviour, Toronto: Mc Graw Hill.
  • Milton, K. (2000). Connected Learning Spaces: The Role of power dynamics in the Social Construction of Knowledge. www.public.asa. edu/ kmilton/cls. Retrieved 15.5.2005.
  • Mintzberg, H. (1987). The Power Game and the Players. In J.M. Shafritz ve J.S. Ott (Eds.) Classics of Organisation Theory (p.364–373). California: The Dorsey Press.
  • Munduate, L. ve Gravenhorst, K.M.B., (2003). Power Dynamics and Organisational Change: An Introduction. Applied Psychology: An International Review, 52(1), 1–13.
  • Myers, R. J. (1977). Fear, Anger and Depression in Organisations: A Study of the Functional Consequences of Power, Unpublished Doctoral Dissertation, St. John’s University.
  • Nesler, M.S., Quigley, B.M., Aguinis, H, Lee, S.J. ve Tedeschi, J.T. (1999). The Development and Validation of a Scale Measuring Social Power Based French and Raven’s Power Taxonomy, Journal of Applied Social Psychology, 29 (4), 750-771.
  • Okutan, M. (2003). Müdürlerin İdari Davranışları. Milli Eğitim, 157, 89-97.
  • Ott, J. S. (1996). Power and Influence. In J. S. Ott (Eds.) Classic Readings In Organizational Behaviour. (p.379–388). Florida: Harcour Brace.
  • Özaslan, G. ve Gürsel, M. (2008). Eğitim Yöneticilerinin Güç Tipi Tercihlerinin Değerlendirilmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 88-111.
  • Özel, M. (2008). İşleri Güzellikle Yürütün! Yeni Şafak, 28 Aralık 2008.
  • Pehlivan, İ. (1997). Eğitim Yöneticilerinin Etik Davranışları Üzerine Araştırma. Türkiye’ de Eğitim Yönetimi, Ziya Bursalıoğluna Armağan, Ankara: Kültür Vakfı Koleji Yay. 3.
  • Peiro, J.M. ve Melia, J.L.(2003). Formal and Informal Interpersonal Power inOrganisations: Testing a Bifactorial Model of Power in Role sets. Applied Psychology: An International Review, 52(1), 14–35.
  • Pfeffer, J. (1987). Understanding the Role of Power in Decision Making. In J.M. Shafritz ve J.S. Ott (Eds.) Classics of Organisation Theory (p.309-334). California: The Dorsey.
  • Pfeffer, J. (1992). Güç Merkezli Yönetim, Örgütlerde Politika ve Nüfus İstanbul: Boyner Holding Yayınları.
  • Politis, J. D. (2003). The effect of Mnagerial Powerand Relational Trust on the Skills and Traits of Knowledge Acquisition: Evidence fron the United Arap Emirates. http://www. 62.233.187.104. Retrieved 21.04.2008.
  • Raven, B. H. (1998). Conceptualizing and Measuring a Power/Interaction Model of Interpersonal Influence. Journal of Applied Social Psychology, 28(4), 307-332.
  • Raven, B. H. (1999). Kurt Lewin Address: Influence, Power, Religion and the Mechanism of Social Control. Journal of Social Issues, 55(1), 161-186.
  • Ring, K. ve Kelly, H.H. (1959). A Comparison of Augmentation and Reduction as Modes of Influence. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.270–277). Ann Arbor MI: Research Center For Group Dynamics.
  • Sayles, L. R. (1985). Leadership: What Effective Managers Really Do and How they Do It. USA: Mc Graw Hill.
  • Schwarzwald, J. ve Koslowsky, M. (1999). Gender, Self Esteem and Focus of Interest ın the use of Power Strategies by Adolescentsın Conflict Situations. Journal of Social Issues, 55 (1), 15–32.
  • Schwarzwald, J. , Koslowsky, M. ve Allouf, M. (2005). Group Membership, Status and Social Power Preferences. Journal of Applied Social Psychology, 35 (3), (pp. 644–665).
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  • Somech, A. ve Drach-Zahavy, A. (2002). Relative power and influence strategy: the effects of agent/target power on superiors’ choices of influence strategies. Journal of Organisational Behaviour, 23, 167-179.
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  • Uygun, T. (2004). İlköğretim Okulu Müdürlerinin Katılımcı Yönetim Yeterlikleri. Milli Eğitim, 162, 203-214.
  • Üstüner, M. (1999). Okul Yöneticilerinin Öğretmenleri Etkilemekte Kullandıkları Güçler ve Öğretmen Morali. Hacettepe Üniversitesi, SBE., Yayınlanmamış Doktora Tezi.
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The Power Sources that Principals Handle in School Administration

Year 2011, Issue: 3, 3 - 28, 23.07.2016

Abstract

Leadership is a power relationship that exists between leaders or followers in organization and a process which involves utilising power to influence others’ behaviors to meet the organizational goals. Leadership seems to be seen as a vehicle with which to exercise power over others to achieve the organisational success. Power has been numerously classified according to power holders in literature. It sometimes referred to different concept but usually includes similar characteristics of leader and member. Significiance of effective leadership to motivate teachers have been studied for a long time, in this respect, it is important to define and map to principals’ power sources in school administrtation. The purpose of the study is to determine in which power source(s) that of expert, coercive, reward, referent, informational, legitimate power of reciprocity and legitimate power of dependence that principals handle most in the public elementary and high schools. The test score of teachers and principals in terms of harsh and soft power bases generally differ significiantly. It is viewed that soft power bases are more often applied in schools than harsh bases and principals’ statements of power usage in schools appeared higher than those of teachers.’

References

  • Akçay, A. (2003). Müdürler Öğretmenleri Etkileyebiliyor mu? Milli Eğitim, 157, 75-88.
  • Aktay, Y. (2009). Karizmanın Rutinleşmesi, Yeni Şafak Gazetesi, 06.04.2009.
  • Ayvacı, H. Ş. ve Küçük, M. (2005). İlköğretim Okulu Müdürlerinin Fen Bilgisi Laboratuarlarının Kullanımı Üzerindeki Etkileri. Milli Eğitim, 32 (165), 150-161.
  • Bachman, J. G., Bowers, D. G. ve Marcus, P. M. (1968). Bases of Supervisory Power: a Comparative Study In Five Organisational Settings. In A. S. Tannenbaum (eds) Control In Organisation (224-236). NY: Mc Graw.
  • Balcı, A. (1997). Okul Yöneticilerinin Liderlik Stilleri. Türkiye’de Eğitim Yönetimi, Prof. Dr. Ziya Bursalıoğluna Armağan, Ankara: Kültür Vakfı Koleji Yayınları.
  • Balcı, A. (2005). Eğitim Yönetimi Terimleri Sözlüğü. Ankara: Tek Ağaç.
  • Barbour, J. D. (2006). Theories of Administration. In F. W. English (Eds.) Encyclopedia of Educational Leadership and Administration (p. 23-27) Volume 1, London: Sage.
  • Barnard, C. (1992). Informal Organisations and Their Relation to Formal Organisations. In J. M. Shafritz ve A. C. Hyde (Eds), Classics of Public Administration (p.96-101). Third edition, California: Wadsworth Publishing Company.
  • Bruins, J. (1999). Social Power and Influence Tactics: A Theoretical Introduction. Journal of Social Issues, 55(1), 7-14.
  • Bugental, D.B. ve Lewis, J.C. (1999). The Paradoxical Misuse of Power by Those Who See Themselves as Powerless. Journal of Social Issues, 55(1), 51-64.
  • Bursalıoğlu, Z. (1981). Eğitim Yöneticisinin Yeterlikleri, İlköğretim Okulu Müdürlerinin Yeterliklerine İlişkin Araştırma, Ankara Üniversitesi Eğitim Fakültesi Yay.
  • Cartwright, D. ve Zander, A. (1959). Power and Influence in Groups: Introduction. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.215-235). Ann Arbor MI: Research Center For Group Dynamics, University of Michigan.
  • Cevizci, A. (2002). Felsefe Sözlüğü,5. Basım. İstanbul: Paradigma Yayınları.
  • Çıldır, T. K. (2008). Yönetici ve Öğretmen Görüşlerine Göre Peter Blau’ nun Sosyal Takas Kuramının Ankara İli İlköğretim Okullarında Uygulanma Durumu. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü Yayınlanmamış Yüksek Lisans Tezi.
  • Elias, S.M. ve Loomis, R.J. (2004). The Effect of Instructor Gender and Race/ Ethnicity on Gaining Compliance in class. Journal of Aplied Social Pschology, 34 (5), 937-958.
  • Erchul, W.P., Raven, B.H., ve Whichard, S.M. (2001).Social Psychologist and Teacher Perceptions of Social Power in Consultation. Journal of School Psychology, 39 (6), 483-497.
  • Etzioni, A. (1961). A Comparative Analysis of Complex Organisations, On Power, Involvement and Their Correlates. NY: The Free Press.
  • Fiedler, F. E. (1959). Personality and Situational Determinants of Leadership Effectiveness. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.362-380). Ann Arbor MI: Research Center For Group Dynamics, University of Michigan.
  • French, J. R. ve Raven, B. (1959). The Bases Of Social Power. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.259-269). Ann Arbor MI: University of Michigan.
  • Gibson, J. L., Ivancevich, J. M., Donnely, J. H. ve Konopaske, R. (2003). Organisations, Behaviour, Structure, Processes. Eleventh Edition. NY: Mc Graw Hill.
  • Gold, M. (1959). Power in the classroom. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.251-258). Ann Arbor MI: Research Center For Group Dynamics.
  • Gong, J. (2006). Power. In F. W. English (Eds.) Encyclopedia of Educational Leadership and Administration (p. 784-785) Volume 2, London: Sage.
  • Güzelay, G. (2007). İnsan Kaynağı ve Önemi. Hürriyet, İnsan Kaynakları. 30.09.2007. Hall, R. H. (1977). Organisations: Structure and Processes. London: Prentice.
  • Hales, C. (1997). Power, Authority and Influence. In A. Harris, N. Bennett and M. Preedy (Eds.) Organisational Effectiveness and Improvement in Education. Buckingham: OUP.
  • Hornby, A. S. (2001). Oxford Advanced Learners’ Dictionary. Oxford: OUP.
  • Hornstein, H. A. (1968). Influence and Satisfaction in Organisations: A Replication, Sociology of Education, 41, 380-389).
  • Hoy, W. K. ve Miskel, C. G. (2001). Educational Administration Theory, Research and Practice. NY: Mc Graw Hill.
  • İşbilir, H. (2005). İlköğretim Okulu Yöneticilerinin Duygusal Yeterlikleri ile Kullandıkları Yönetsel Güç Kaynakları Arasındaki İlişkinin Öğretmen Algılarına Dayalı Olarak İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Gaziantep Üniversitesi, SBE.
  • Julian, J. (1966). Compliance Pattern and Communication Blocks in Complex Organisations. American Sociological Research, 31(3), 382–389.
  • Kasapoğlu, M. A. (1999). Sağlık Sosyolojisi: Türkiye’ den Araştırmalar. Ankara: Sosyoloji Derneği Yayınları.
  • Katz, D. ve Kahn, L. K. (1966). The Social Psychology of Organisations, NY: John Wiley and Sons.
  • Kızılçelik, S. ve Erjem, Y. (1992). Açıklamalı Sosyoloji Terimleri Sözlüğü. Konya: Göksu Matbaası.
  • King, R. (1983). The Sociology of School Organization. San Francisco: Jossey Bass.
  • Koçel, T. (1989). İşletme Yöneticiliği. İstanbul: İstanbul Üniversitesi İşletme Fakültesi Yay.
  • Korton, D. C. (1959). Situational Determinants of Leadership Structure. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.351–361). Ann Arbor MI: Research Center For Group Dynamics, Michigan.
  • Koslowsky, M., Schwarzwald, J. ve Ashuri, S. (2001). On Relationship between Subordinates Compliance to Power Sources and Organsational Attitudes. Applied Psychology: An International Review, 5(3), 455–476.
  • Kotter, J. P. (1996). Power, Dependence and Effective Management. In J.S.Ott Classic Readings In Organisational Behaviour (p.425–434), Florida: Harcourt Brace.
  • Leithwood, K. (1992). The Move Toward Transformational Leadership. Educational Leadership, 8-12.
  • Lippitt, R., Polansky, N., Redl, F. ve Rosen, S. (1959). The Dynamics of Power. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.236–250). Ann Arbor MI: Research Center For Group Dynamics, Michigan.
  • Lunenberg, F. C. ve Ornstein, A. C. (2000). Educational Administration, Concept and Practices, Third Edition, Stamford: T. L.
  • Luthans, F. (1992). Organizational Behaviour, Toronto: Mc Graw Hill.
  • Milton, K. (2000). Connected Learning Spaces: The Role of power dynamics in the Social Construction of Knowledge. www.public.asa. edu/ kmilton/cls. Retrieved 15.5.2005.
  • Mintzberg, H. (1987). The Power Game and the Players. In J.M. Shafritz ve J.S. Ott (Eds.) Classics of Organisation Theory (p.364–373). California: The Dorsey Press.
  • Munduate, L. ve Gravenhorst, K.M.B., (2003). Power Dynamics and Organisational Change: An Introduction. Applied Psychology: An International Review, 52(1), 1–13.
  • Myers, R. J. (1977). Fear, Anger and Depression in Organisations: A Study of the Functional Consequences of Power, Unpublished Doctoral Dissertation, St. John’s University.
  • Nesler, M.S., Quigley, B.M., Aguinis, H, Lee, S.J. ve Tedeschi, J.T. (1999). The Development and Validation of a Scale Measuring Social Power Based French and Raven’s Power Taxonomy, Journal of Applied Social Psychology, 29 (4), 750-771.
  • Okutan, M. (2003). Müdürlerin İdari Davranışları. Milli Eğitim, 157, 89-97.
  • Ott, J. S. (1996). Power and Influence. In J. S. Ott (Eds.) Classic Readings In Organizational Behaviour. (p.379–388). Florida: Harcour Brace.
  • Özaslan, G. ve Gürsel, M. (2008). Eğitim Yöneticilerinin Güç Tipi Tercihlerinin Değerlendirilmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 88-111.
  • Özel, M. (2008). İşleri Güzellikle Yürütün! Yeni Şafak, 28 Aralık 2008.
  • Pehlivan, İ. (1997). Eğitim Yöneticilerinin Etik Davranışları Üzerine Araştırma. Türkiye’ de Eğitim Yönetimi, Ziya Bursalıoğluna Armağan, Ankara: Kültür Vakfı Koleji Yay. 3.
  • Peiro, J.M. ve Melia, J.L.(2003). Formal and Informal Interpersonal Power inOrganisations: Testing a Bifactorial Model of Power in Role sets. Applied Psychology: An International Review, 52(1), 14–35.
  • Pfeffer, J. (1987). Understanding the Role of Power in Decision Making. In J.M. Shafritz ve J.S. Ott (Eds.) Classics of Organisation Theory (p.309-334). California: The Dorsey.
  • Pfeffer, J. (1992). Güç Merkezli Yönetim, Örgütlerde Politika ve Nüfus İstanbul: Boyner Holding Yayınları.
  • Politis, J. D. (2003). The effect of Mnagerial Powerand Relational Trust on the Skills and Traits of Knowledge Acquisition: Evidence fron the United Arap Emirates. http://www. 62.233.187.104. Retrieved 21.04.2008.
  • Raven, B. H. (1998). Conceptualizing and Measuring a Power/Interaction Model of Interpersonal Influence. Journal of Applied Social Psychology, 28(4), 307-332.
  • Raven, B. H. (1999). Kurt Lewin Address: Influence, Power, Religion and the Mechanism of Social Control. Journal of Social Issues, 55(1), 161-186.
  • Ring, K. ve Kelly, H.H. (1959). A Comparison of Augmentation and Reduction as Modes of Influence. In D.Cartwright ve A. Zander (Eds.) Studies in Social Power (p.270–277). Ann Arbor MI: Research Center For Group Dynamics.
  • Sayles, L. R. (1985). Leadership: What Effective Managers Really Do and How they Do It. USA: Mc Graw Hill.
  • Schwarzwald, J. ve Koslowsky, M. (1999). Gender, Self Esteem and Focus of Interest ın the use of Power Strategies by Adolescentsın Conflict Situations. Journal of Social Issues, 55 (1), 15–32.
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Details

Other ID JA57UM36TG
Journal Section Articles
Authors

ENGİN Aslanargun This is me

Publication Date July 23, 2016
Submission Date July 23, 2016
Published in Issue Year 2011 Issue: 3

Cite

APA Aslanargun, E. (2016). Okul Müdürlerinin Okul Yönetiminde Başvurduğu Güç Türleri. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(3), 3-28.