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Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

Abstract

References

  • Abaslı, K. (2018).Teachers' opinions on the relationship among organizational ostracism, work alienation and organizational cynicism(Unpublished Doctoral Dissertation), Hacettepe University, Ankara.
  • Akyüz, B. & Kaya, N. (2015).The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13(25), 71-90.
  • Akyüz, B., Kaya, N. &Aravi, B. (2015). The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13 (25), 71-90.
  • Aldemir, C. M. (1983). Relationship between power types of administrators and alienation as well as job satisfaction. Amme İdaresi Dergisi, 16 (1), 61-77.
  • Anderson, B. D. (1973). School bureaucratization and alienation from high school. Sociology of Education, 46, 315-334.
  • Aslanargun, E. (2009). The power sources that principals handle in Turkish public elementary and secondary school administration(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Aydın, İ. (2015). Alternative schools. Ankara: Pegem Academy Publishing.
  • Aydın, M. (2007).Educational administration. Ankara: Hatipoğlu Publishing.
  • Bağcı, Z. &Bursalı, Y. M. (2011). Effects of power bases used by managers on organizational commitment of employees: An analytical study of employees dependent perceptions. Pamukkale University Journal of Social Sciences Institute, 9, 9-21.
  • Bakan, İ. &Büyükmeşe, T. (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers. KMU Journal of Social and Economic Research, 12(19), 73-84.
  • Balcı, A. (2002). Effective school, school development, theory application and research (3. Edition, pp. 177-184). Ankara: Pegem A Publishing .
  • Balcı, A. (2005). Glossary of annotated educational management terms. Ankara: Tek Ağaç Publishing.
  • Başaran, İ. E. (2000). Educational administration: Qualified school. Ankara: Feryal Printing House.
  • Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process (Unpublished Master’s Dissertation). Anadolu University, Eskişehir.
  • Bolelli, M. (2017). Power and Management. İstanbul: Abaküs Publishing.
  • Brooks, J. S., Hughes, R. M., & Brooks M. C. (2008). Fear and Trembling in the American High School: Educational Reform and Teacher Alienation. Educational Policy, 22(1), 45-62.
  • Bursalıoğlu, Z. (2015). New structure and behavior in school management. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2008). Data analysis handbook for social sciences: statistics, research design, spss applications(9. Edition). Ankara: Pegem A Publishing.
  • Cemaloğlu, N. &Gülcan, M. G. (2018). School management: From theory to practice. Ankara: Pegem Academi.
  • Celep, B. (2008). Teachers work alienation in elemantary school (Kocaeli case) (Unpublished Master’s Dissertation). Kocaeli University Social Sciences Institute, Kocaeli.
  • Çalışır, İ. (2006). Teachers work alienation in elementary school: Bolucase. (Unpublished Master’s Dissertation). Abant İzzet Baysal University Social Sciences Institute, Bolu.
  • Çelebi, N., Vuranok, T. T. &HasekioğuTurgut, I. (2015).The perceptions of primary and secondary school teachers on reward system. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 75-104.
  • Demir, K. (2017). THE relationship between power sources of school administrators and cynicism levels of teachers (Unpublished Master’s Dissertation). İstanbul SabahattinZalimUniversity, İstanbul.
  • De Rose, M. N. (1985). A study of the relationship between perceived power use by secondary school principals and degree of teachers alienation in school situations perceived by their principals as stressful. Dissertation Abstracts International. 46, 6.
  • Diş, O. (2015).The relationship between organizational climate and power sources the school principals use (Unpublished Master’s Dissertation). Atatürk University, Erzurum.
  • Diş, O. veAyık, A. (2016). The relationship between organizational climate and power sources the school principals use. Journal of Academic Sight. 58, 499-518.
  • Elma, C. (2003). Teachers work alienation in elementary school(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Emir, S. (2012). Alienation perceptions of secondary education teachers(Unpublished Master’s Dissertation). Adnan Menderes University Social Sciences Institute, Aydın.
  • Erjem, Y. (2005). The fenomen of alienation in education: a sociological research on the high school teachers. The Journal of Turkish Educational Sciences, 3(4), 395-417.
  • Eryılmaz, A. &Burgaz, B. (2011).Levels of organizational alienation of private and public high school teachers. Education and Science, 36 (161), 271-286.
  • Etzioni, A. (1964). Modern Organizations. Englewood Cliffs, New Jersey: Prentice Hall.
  • Forsyth, P. B., & W. K. Hoy. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14(1), 80-96.
  • French, J. R. P. Jr., & Raven, B. (1959). The bases of social power. Classics of Organization Theory, 7, 311-320.
  • Goldberg, P. M. (1990). A study of the relationship between perceived power use and the degree of teacher alienation in New York City intermediate and junior high schools perceived as more or less stressful by their principals. Dissertation Abstracts International. 49(4).
  • Helvacı, A. &Kayalı, M. (2011). Investigation The Sources of Organizational Power Which School’s Managers Use in Terms of Some Variables (Uşak Sample). Mehmet Akif Ersoy University Journal of Education Faculty.11 (22): 255-279.
  • Hersey, P., Blanchard, H., & Johnson, D. (1996). Management of Organizational Behavior. USA: Prentice Hall Inc. Seventh Edition.
  • Hitt, M. A., Black, J. S., & Porter, L. W. (2005). Management (International Edition). USA: Pearson Prentice Hall.
  • Hoşgörür, V. (1997). Organizational behaviours of the teachers (Unpublished Doctoral Dissertation). Ankara University Social Sciences Institute, Ankara.
  • Johnson, B.L., &Ellett, C. D. (1992) Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness. American Education Research Association: California.
  • Kahveci, G. (2015). Relationship between organizational culture, organizational trust, organizational alienation and organizational cynicism in schools(Unpublished Doctoral Dissertation). FıratUniversity, Elazığ.
  • Karaman, A.(2006). Power management in professional managers. Konya: Dizgi Offset.
  • Karip, E. (2005). Field and scope of management science. In: Y. Özden (Ed.). Education and school management handbook (2nd Edition). Ankara: Pegem A Publishing.
  • Kılçık, F. (2011). Elementary school teachers‟ perceptions about their work alıenatıon levels (the case of Malatya) (Unpublished Master’s Dissertation). Inonu University, Malatya.
  • Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers(Unpublished Master’s Dissertation). Mersin University Social Sciences Institute, Mersin.
  • Kınık, F. Ş. F. (2010). Teachers' perceptions of alienation(Unpublished Master’s Dissertation). YıldızTeknikUniversity Social Sciences Institute, İstanbul.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).
Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

Abstract

References

  • Abaslı, K. (2018).Teachers' opinions on the relationship among organizational ostracism, work alienation and organizational cynicism(Unpublished Doctoral Dissertation), Hacettepe University, Ankara.
  • Akyüz, B. & Kaya, N. (2015).The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13(25), 71-90.
  • Akyüz, B., Kaya, N. &Aravi, B. (2015). The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13 (25), 71-90.
  • Aldemir, C. M. (1983). Relationship between power types of administrators and alienation as well as job satisfaction. Amme İdaresi Dergisi, 16 (1), 61-77.
  • Anderson, B. D. (1973). School bureaucratization and alienation from high school. Sociology of Education, 46, 315-334.
  • Aslanargun, E. (2009). The power sources that principals handle in Turkish public elementary and secondary school administration(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Aydın, İ. (2015). Alternative schools. Ankara: Pegem Academy Publishing.
  • Aydın, M. (2007).Educational administration. Ankara: Hatipoğlu Publishing.
  • Bağcı, Z. &Bursalı, Y. M. (2011). Effects of power bases used by managers on organizational commitment of employees: An analytical study of employees dependent perceptions. Pamukkale University Journal of Social Sciences Institute, 9, 9-21.
  • Bakan, İ. &Büyükmeşe, T. (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers. KMU Journal of Social and Economic Research, 12(19), 73-84.
  • Balcı, A. (2002). Effective school, school development, theory application and research (3. Edition, pp. 177-184). Ankara: Pegem A Publishing .
  • Balcı, A. (2005). Glossary of annotated educational management terms. Ankara: Tek Ağaç Publishing.
  • Başaran, İ. E. (2000). Educational administration: Qualified school. Ankara: Feryal Printing House.
  • Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process (Unpublished Master’s Dissertation). Anadolu University, Eskişehir.
  • Bolelli, M. (2017). Power and Management. İstanbul: Abaküs Publishing.
  • Brooks, J. S., Hughes, R. M., & Brooks M. C. (2008). Fear and Trembling in the American High School: Educational Reform and Teacher Alienation. Educational Policy, 22(1), 45-62.
  • Bursalıoğlu, Z. (2015). New structure and behavior in school management. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2008). Data analysis handbook for social sciences: statistics, research design, spss applications(9. Edition). Ankara: Pegem A Publishing.
  • Cemaloğlu, N. &Gülcan, M. G. (2018). School management: From theory to practice. Ankara: Pegem Academi.
  • Celep, B. (2008). Teachers work alienation in elemantary school (Kocaeli case) (Unpublished Master’s Dissertation). Kocaeli University Social Sciences Institute, Kocaeli.
  • Çalışır, İ. (2006). Teachers work alienation in elementary school: Bolucase. (Unpublished Master’s Dissertation). Abant İzzet Baysal University Social Sciences Institute, Bolu.
  • Çelebi, N., Vuranok, T. T. &HasekioğuTurgut, I. (2015).The perceptions of primary and secondary school teachers on reward system. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 75-104.
  • Demir, K. (2017). THE relationship between power sources of school administrators and cynicism levels of teachers (Unpublished Master’s Dissertation). İstanbul SabahattinZalimUniversity, İstanbul.
  • De Rose, M. N. (1985). A study of the relationship between perceived power use by secondary school principals and degree of teachers alienation in school situations perceived by their principals as stressful. Dissertation Abstracts International. 46, 6.
  • Diş, O. (2015).The relationship between organizational climate and power sources the school principals use (Unpublished Master’s Dissertation). Atatürk University, Erzurum.
  • Diş, O. veAyık, A. (2016). The relationship between organizational climate and power sources the school principals use. Journal of Academic Sight. 58, 499-518.
  • Elma, C. (2003). Teachers work alienation in elementary school(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Emir, S. (2012). Alienation perceptions of secondary education teachers(Unpublished Master’s Dissertation). Adnan Menderes University Social Sciences Institute, Aydın.
  • Erjem, Y. (2005). The fenomen of alienation in education: a sociological research on the high school teachers. The Journal of Turkish Educational Sciences, 3(4), 395-417.
  • Eryılmaz, A. &Burgaz, B. (2011).Levels of organizational alienation of private and public high school teachers. Education and Science, 36 (161), 271-286.
  • Etzioni, A. (1964). Modern Organizations. Englewood Cliffs, New Jersey: Prentice Hall.
  • Forsyth, P. B., & W. K. Hoy. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14(1), 80-96.
  • French, J. R. P. Jr., & Raven, B. (1959). The bases of social power. Classics of Organization Theory, 7, 311-320.
  • Goldberg, P. M. (1990). A study of the relationship between perceived power use and the degree of teacher alienation in New York City intermediate and junior high schools perceived as more or less stressful by their principals. Dissertation Abstracts International. 49(4).
  • Helvacı, A. &Kayalı, M. (2011). Investigation The Sources of Organizational Power Which School’s Managers Use in Terms of Some Variables (Uşak Sample). Mehmet Akif Ersoy University Journal of Education Faculty.11 (22): 255-279.
  • Hersey, P., Blanchard, H., & Johnson, D. (1996). Management of Organizational Behavior. USA: Prentice Hall Inc. Seventh Edition.
  • Hitt, M. A., Black, J. S., & Porter, L. W. (2005). Management (International Edition). USA: Pearson Prentice Hall.
  • Hoşgörür, V. (1997). Organizational behaviours of the teachers (Unpublished Doctoral Dissertation). Ankara University Social Sciences Institute, Ankara.
  • Johnson, B.L., &Ellett, C. D. (1992) Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness. American Education Research Association: California.
  • Kahveci, G. (2015). Relationship between organizational culture, organizational trust, organizational alienation and organizational cynicism in schools(Unpublished Doctoral Dissertation). FıratUniversity, Elazığ.
  • Karaman, A.(2006). Power management in professional managers. Konya: Dizgi Offset.
  • Karip, E. (2005). Field and scope of management science. In: Y. Özden (Ed.). Education and school management handbook (2nd Edition). Ankara: Pegem A Publishing.
  • Kılçık, F. (2011). Elementary school teachers‟ perceptions about their work alıenatıon levels (the case of Malatya) (Unpublished Master’s Dissertation). Inonu University, Malatya.
  • Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers(Unpublished Master’s Dissertation). Mersin University Social Sciences Institute, Mersin.
  • Kınık, F. Ş. F. (2010). Teachers' perceptions of alienation(Unpublished Master’s Dissertation). YıldızTeknikUniversity Social Sciences Institute, İstanbul.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).
Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

Abstract

References

  • Abaslı, K. (2018).Teachers' opinions on the relationship among organizational ostracism, work alienation and organizational cynicism(Unpublished Doctoral Dissertation), Hacettepe University, Ankara.
  • Akyüz, B. & Kaya, N. (2015).The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13(25), 71-90.
  • Akyüz, B., Kaya, N. &Aravi, B. (2015). The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13 (25), 71-90.
  • Aldemir, C. M. (1983). Relationship between power types of administrators and alienation as well as job satisfaction. Amme İdaresi Dergisi, 16 (1), 61-77.
  • Anderson, B. D. (1973). School bureaucratization and alienation from high school. Sociology of Education, 46, 315-334.
  • Aslanargun, E. (2009). The power sources that principals handle in Turkish public elementary and secondary school administration(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Aydın, İ. (2015). Alternative schools. Ankara: Pegem Academy Publishing.
  • Aydın, M. (2007).Educational administration. Ankara: Hatipoğlu Publishing.
  • Bağcı, Z. &Bursalı, Y. M. (2011). Effects of power bases used by managers on organizational commitment of employees: An analytical study of employees dependent perceptions. Pamukkale University Journal of Social Sciences Institute, 9, 9-21.
  • Bakan, İ. &Büyükmeşe, T. (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers. KMU Journal of Social and Economic Research, 12(19), 73-84.
  • Balcı, A. (2002). Effective school, school development, theory application and research (3. Edition, pp. 177-184). Ankara: Pegem A Publishing .
  • Balcı, A. (2005). Glossary of annotated educational management terms. Ankara: Tek Ağaç Publishing.
  • Başaran, İ. E. (2000). Educational administration: Qualified school. Ankara: Feryal Printing House.
  • Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process (Unpublished Master’s Dissertation). Anadolu University, Eskişehir.
  • Bolelli, M. (2017). Power and Management. İstanbul: Abaküs Publishing.
  • Brooks, J. S., Hughes, R. M., & Brooks M. C. (2008). Fear and Trembling in the American High School: Educational Reform and Teacher Alienation. Educational Policy, 22(1), 45-62.
  • Bursalıoğlu, Z. (2015). New structure and behavior in school management. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2008). Data analysis handbook for social sciences: statistics, research design, spss applications(9. Edition). Ankara: Pegem A Publishing.
  • Cemaloğlu, N. &Gülcan, M. G. (2018). School management: From theory to practice. Ankara: Pegem Academi.
  • Celep, B. (2008). Teachers work alienation in elemantary school (Kocaeli case) (Unpublished Master’s Dissertation). Kocaeli University Social Sciences Institute, Kocaeli.
  • Çalışır, İ. (2006). Teachers work alienation in elementary school: Bolucase. (Unpublished Master’s Dissertation). Abant İzzet Baysal University Social Sciences Institute, Bolu.
  • Çelebi, N., Vuranok, T. T. &HasekioğuTurgut, I. (2015).The perceptions of primary and secondary school teachers on reward system. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 75-104.
  • Demir, K. (2017). THE relationship between power sources of school administrators and cynicism levels of teachers (Unpublished Master’s Dissertation). İstanbul SabahattinZalimUniversity, İstanbul.
  • De Rose, M. N. (1985). A study of the relationship between perceived power use by secondary school principals and degree of teachers alienation in school situations perceived by their principals as stressful. Dissertation Abstracts International. 46, 6.
  • Diş, O. (2015).The relationship between organizational climate and power sources the school principals use (Unpublished Master’s Dissertation). Atatürk University, Erzurum.
  • Diş, O. veAyık, A. (2016). The relationship between organizational climate and power sources the school principals use. Journal of Academic Sight. 58, 499-518.
  • Elma, C. (2003). Teachers work alienation in elementary school(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Emir, S. (2012). Alienation perceptions of secondary education teachers(Unpublished Master’s Dissertation). Adnan Menderes University Social Sciences Institute, Aydın.
  • Erjem, Y. (2005). The fenomen of alienation in education: a sociological research on the high school teachers. The Journal of Turkish Educational Sciences, 3(4), 395-417.
  • Eryılmaz, A. &Burgaz, B. (2011).Levels of organizational alienation of private and public high school teachers. Education and Science, 36 (161), 271-286.
  • Etzioni, A. (1964). Modern Organizations. Englewood Cliffs, New Jersey: Prentice Hall.
  • Forsyth, P. B., & W. K. Hoy. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14(1), 80-96.
  • French, J. R. P. Jr., & Raven, B. (1959). The bases of social power. Classics of Organization Theory, 7, 311-320.
  • Goldberg, P. M. (1990). A study of the relationship between perceived power use and the degree of teacher alienation in New York City intermediate and junior high schools perceived as more or less stressful by their principals. Dissertation Abstracts International. 49(4).
  • Helvacı, A. &Kayalı, M. (2011). Investigation The Sources of Organizational Power Which School’s Managers Use in Terms of Some Variables (Uşak Sample). Mehmet Akif Ersoy University Journal of Education Faculty.11 (22): 255-279.
  • Hersey, P., Blanchard, H., & Johnson, D. (1996). Management of Organizational Behavior. USA: Prentice Hall Inc. Seventh Edition.
  • Hitt, M. A., Black, J. S., & Porter, L. W. (2005). Management (International Edition). USA: Pearson Prentice Hall.
  • Hoşgörür, V. (1997). Organizational behaviours of the teachers (Unpublished Doctoral Dissertation). Ankara University Social Sciences Institute, Ankara.
  • Johnson, B.L., &Ellett, C. D. (1992) Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness. American Education Research Association: California.
  • Kahveci, G. (2015). Relationship between organizational culture, organizational trust, organizational alienation and organizational cynicism in schools(Unpublished Doctoral Dissertation). FıratUniversity, Elazığ.
  • Karaman, A.(2006). Power management in professional managers. Konya: Dizgi Offset.
  • Karip, E. (2005). Field and scope of management science. In: Y. Özden (Ed.). Education and school management handbook (2nd Edition). Ankara: Pegem A Publishing.
  • Kılçık, F. (2011). Elementary school teachers‟ perceptions about their work alıenatıon levels (the case of Malatya) (Unpublished Master’s Dissertation). Inonu University, Malatya.
  • Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers(Unpublished Master’s Dissertation). Mersin University Social Sciences Institute, Mersin.
  • Kınık, F. Ş. F. (2010). Teachers' perceptions of alienation(Unpublished Master’s Dissertation). YıldızTeknikUniversity Social Sciences Institute, İstanbul.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).
Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

Abstract

References

  • Abaslı, K. (2018).Teachers' opinions on the relationship among organizational ostracism, work alienation and organizational cynicism(Unpublished Doctoral Dissertation), Hacettepe University, Ankara.
  • Akyüz, B. & Kaya, N. (2015).The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13(25), 71-90.
  • Akyüz, B., Kaya, N. &Aravi, B. (2015). The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13 (25), 71-90.
  • Aldemir, C. M. (1983). Relationship between power types of administrators and alienation as well as job satisfaction. Amme İdaresi Dergisi, 16 (1), 61-77.
  • Anderson, B. D. (1973). School bureaucratization and alienation from high school. Sociology of Education, 46, 315-334.
  • Aslanargun, E. (2009). The power sources that principals handle in Turkish public elementary and secondary school administration(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Aydın, İ. (2015). Alternative schools. Ankara: Pegem Academy Publishing.
  • Aydın, M. (2007).Educational administration. Ankara: Hatipoğlu Publishing.
  • Bağcı, Z. &Bursalı, Y. M. (2011). Effects of power bases used by managers on organizational commitment of employees: An analytical study of employees dependent perceptions. Pamukkale University Journal of Social Sciences Institute, 9, 9-21.
  • Bakan, İ. &Büyükmeşe, T. (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers. KMU Journal of Social and Economic Research, 12(19), 73-84.
  • Balcı, A. (2002). Effective school, school development, theory application and research (3. Edition, pp. 177-184). Ankara: Pegem A Publishing .
  • Balcı, A. (2005). Glossary of annotated educational management terms. Ankara: Tek Ağaç Publishing.
  • Başaran, İ. E. (2000). Educational administration: Qualified school. Ankara: Feryal Printing House.
  • Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process (Unpublished Master’s Dissertation). Anadolu University, Eskişehir.
  • Bolelli, M. (2017). Power and Management. İstanbul: Abaküs Publishing.
  • Brooks, J. S., Hughes, R. M., & Brooks M. C. (2008). Fear and Trembling in the American High School: Educational Reform and Teacher Alienation. Educational Policy, 22(1), 45-62.
  • Bursalıoğlu, Z. (2015). New structure and behavior in school management. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2008). Data analysis handbook for social sciences: statistics, research design, spss applications(9. Edition). Ankara: Pegem A Publishing.
  • Cemaloğlu, N. &Gülcan, M. G. (2018). School management: From theory to practice. Ankara: Pegem Academi.
  • Celep, B. (2008). Teachers work alienation in elemantary school (Kocaeli case) (Unpublished Master’s Dissertation). Kocaeli University Social Sciences Institute, Kocaeli.
  • Çalışır, İ. (2006). Teachers work alienation in elementary school: Bolucase. (Unpublished Master’s Dissertation). Abant İzzet Baysal University Social Sciences Institute, Bolu.
  • Çelebi, N., Vuranok, T. T. &HasekioğuTurgut, I. (2015).The perceptions of primary and secondary school teachers on reward system. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 75-104.
  • Demir, K. (2017). THE relationship between power sources of school administrators and cynicism levels of teachers (Unpublished Master’s Dissertation). İstanbul SabahattinZalimUniversity, İstanbul.
  • De Rose, M. N. (1985). A study of the relationship between perceived power use by secondary school principals and degree of teachers alienation in school situations perceived by their principals as stressful. Dissertation Abstracts International. 46, 6.
  • Diş, O. (2015).The relationship between organizational climate and power sources the school principals use (Unpublished Master’s Dissertation). Atatürk University, Erzurum.
  • Diş, O. veAyık, A. (2016). The relationship between organizational climate and power sources the school principals use. Journal of Academic Sight. 58, 499-518.
  • Elma, C. (2003). Teachers work alienation in elementary school(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Emir, S. (2012). Alienation perceptions of secondary education teachers(Unpublished Master’s Dissertation). Adnan Menderes University Social Sciences Institute, Aydın.
  • Erjem, Y. (2005). The fenomen of alienation in education: a sociological research on the high school teachers. The Journal of Turkish Educational Sciences, 3(4), 395-417.
  • Eryılmaz, A. &Burgaz, B. (2011).Levels of organizational alienation of private and public high school teachers. Education and Science, 36 (161), 271-286.
  • Etzioni, A. (1964). Modern Organizations. Englewood Cliffs, New Jersey: Prentice Hall.
  • Forsyth, P. B., & W. K. Hoy. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14(1), 80-96.
  • French, J. R. P. Jr., & Raven, B. (1959). The bases of social power. Classics of Organization Theory, 7, 311-320.
  • Goldberg, P. M. (1990). A study of the relationship between perceived power use and the degree of teacher alienation in New York City intermediate and junior high schools perceived as more or less stressful by their principals. Dissertation Abstracts International. 49(4).
  • Helvacı, A. &Kayalı, M. (2011). Investigation The Sources of Organizational Power Which School’s Managers Use in Terms of Some Variables (Uşak Sample). Mehmet Akif Ersoy University Journal of Education Faculty.11 (22): 255-279.
  • Hersey, P., Blanchard, H., & Johnson, D. (1996). Management of Organizational Behavior. USA: Prentice Hall Inc. Seventh Edition.
  • Hitt, M. A., Black, J. S., & Porter, L. W. (2005). Management (International Edition). USA: Pearson Prentice Hall.
  • Hoşgörür, V. (1997). Organizational behaviours of the teachers (Unpublished Doctoral Dissertation). Ankara University Social Sciences Institute, Ankara.
  • Johnson, B.L., &Ellett, C. D. (1992) Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness. American Education Research Association: California.
  • Kahveci, G. (2015). Relationship between organizational culture, organizational trust, organizational alienation and organizational cynicism in schools(Unpublished Doctoral Dissertation). FıratUniversity, Elazığ.
  • Karaman, A.(2006). Power management in professional managers. Konya: Dizgi Offset.
  • Karip, E. (2005). Field and scope of management science. In: Y. Özden (Ed.). Education and school management handbook (2nd Edition). Ankara: Pegem A Publishing.
  • Kılçık, F. (2011). Elementary school teachers‟ perceptions about their work alıenatıon levels (the case of Malatya) (Unpublished Master’s Dissertation). Inonu University, Malatya.
  • Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers(Unpublished Master’s Dissertation). Mersin University Social Sciences Institute, Mersin.
  • Kınık, F. Ş. F. (2010). Teachers' perceptions of alienation(Unpublished Master’s Dissertation). YıldızTeknikUniversity Social Sciences Institute, İstanbul.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).

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

Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

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. 

References

  • Abaslı, K. (2018).Teachers' opinions on the relationship among organizational ostracism, work alienation and organizational cynicism(Unpublished Doctoral Dissertation), Hacettepe University, Ankara.
  • Akyüz, B. & Kaya, N. (2015).The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13(25), 71-90.
  • Akyüz, B., Kaya, N. &Aravi, B. (2015). The role of the leader’s power sources on public employees’ job satisfaction. Journal of Administrative Sciences, 13 (25), 71-90.
  • Aldemir, C. M. (1983). Relationship between power types of administrators and alienation as well as job satisfaction. Amme İdaresi Dergisi, 16 (1), 61-77.
  • Anderson, B. D. (1973). School bureaucratization and alienation from high school. Sociology of Education, 46, 315-334.
  • Aslanargun, E. (2009). The power sources that principals handle in Turkish public elementary and secondary school administration(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Aydın, İ. (2015). Alternative schools. Ankara: Pegem Academy Publishing.
  • Aydın, M. (2007).Educational administration. Ankara: Hatipoğlu Publishing.
  • Bağcı, Z. &Bursalı, Y. M. (2011). Effects of power bases used by managers on organizational commitment of employees: An analytical study of employees dependent perceptions. Pamukkale University Journal of Social Sciences Institute, 9, 9-21.
  • Bakan, İ. &Büyükmeşe, T. (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers. KMU Journal of Social and Economic Research, 12(19), 73-84.
  • Balcı, A. (2002). Effective school, school development, theory application and research (3. Edition, pp. 177-184). Ankara: Pegem A Publishing .
  • Balcı, A. (2005). Glossary of annotated educational management terms. Ankara: Tek Ağaç Publishing.
  • Başaran, İ. E. (2000). Educational administration: Qualified school. Ankara: Feryal Printing House.
  • Bayındır, B. (2002). Relation between professional alienation of high school branch teachers and their behaviors throughout the teaching-learning process (Unpublished Master’s Dissertation). Anadolu University, Eskişehir.
  • Bolelli, M. (2017). Power and Management. İstanbul: Abaküs Publishing.
  • Brooks, J. S., Hughes, R. M., & Brooks M. C. (2008). Fear and Trembling in the American High School: Educational Reform and Teacher Alienation. Educational Policy, 22(1), 45-62.
  • Bursalıoğlu, Z. (2015). New structure and behavior in school management. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2008). Data analysis handbook for social sciences: statistics, research design, spss applications(9. Edition). Ankara: Pegem A Publishing.
  • Cemaloğlu, N. &Gülcan, M. G. (2018). School management: From theory to practice. Ankara: Pegem Academi.
  • Celep, B. (2008). Teachers work alienation in elemantary school (Kocaeli case) (Unpublished Master’s Dissertation). Kocaeli University Social Sciences Institute, Kocaeli.
  • Çalışır, İ. (2006). Teachers work alienation in elementary school: Bolucase. (Unpublished Master’s Dissertation). Abant İzzet Baysal University Social Sciences Institute, Bolu.
  • Çelebi, N., Vuranok, T. T. &HasekioğuTurgut, I. (2015).The perceptions of primary and secondary school teachers on reward system. Mehmet Akif Ersoy University Journal of Education Faculty, 34, 75-104.
  • Demir, K. (2017). THE relationship between power sources of school administrators and cynicism levels of teachers (Unpublished Master’s Dissertation). İstanbul SabahattinZalimUniversity, İstanbul.
  • De Rose, M. N. (1985). A study of the relationship between perceived power use by secondary school principals and degree of teachers alienation in school situations perceived by their principals as stressful. Dissertation Abstracts International. 46, 6.
  • Diş, O. (2015).The relationship between organizational climate and power sources the school principals use (Unpublished Master’s Dissertation). Atatürk University, Erzurum.
  • Diş, O. veAyık, A. (2016). The relationship between organizational climate and power sources the school principals use. Journal of Academic Sight. 58, 499-518.
  • Elma, C. (2003). Teachers work alienation in elementary school(Unpublished Doctoral Dissertation). Ankara University, Ankara.
  • Emir, S. (2012). Alienation perceptions of secondary education teachers(Unpublished Master’s Dissertation). Adnan Menderes University Social Sciences Institute, Aydın.
  • Erjem, Y. (2005). The fenomen of alienation in education: a sociological research on the high school teachers. The Journal of Turkish Educational Sciences, 3(4), 395-417.
  • Eryılmaz, A. &Burgaz, B. (2011).Levels of organizational alienation of private and public high school teachers. Education and Science, 36 (161), 271-286.
  • Etzioni, A. (1964). Modern Organizations. Englewood Cliffs, New Jersey: Prentice Hall.
  • Forsyth, P. B., & W. K. Hoy. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14(1), 80-96.
  • French, J. R. P. Jr., & Raven, B. (1959). The bases of social power. Classics of Organization Theory, 7, 311-320.
  • Goldberg, P. M. (1990). A study of the relationship between perceived power use and the degree of teacher alienation in New York City intermediate and junior high schools perceived as more or less stressful by their principals. Dissertation Abstracts International. 49(4).
  • Helvacı, A. &Kayalı, M. (2011). Investigation The Sources of Organizational Power Which School’s Managers Use in Terms of Some Variables (Uşak Sample). Mehmet Akif Ersoy University Journal of Education Faculty.11 (22): 255-279.
  • Hersey, P., Blanchard, H., & Johnson, D. (1996). Management of Organizational Behavior. USA: Prentice Hall Inc. Seventh Edition.
  • Hitt, M. A., Black, J. S., & Porter, L. W. (2005). Management (International Edition). USA: Pearson Prentice Hall.
  • Hoşgörür, V. (1997). Organizational behaviours of the teachers (Unpublished Doctoral Dissertation). Ankara University Social Sciences Institute, Ankara.
  • Johnson, B.L., &Ellett, C. D. (1992) Analyses of School Level Learning Environments: Centralized Decision-Making, Teacher Work Alienation and Organizational Effectiveness. American Education Research Association: California.
  • Kahveci, G. (2015). Relationship between organizational culture, organizational trust, organizational alienation and organizational cynicism in schools(Unpublished Doctoral Dissertation). FıratUniversity, Elazığ.
  • Karaman, A.(2006). Power management in professional managers. Konya: Dizgi Offset.
  • Karip, E. (2005). Field and scope of management science. In: Y. Özden (Ed.). Education and school management handbook (2nd Edition). Ankara: Pegem A Publishing.
  • Kılçık, F. (2011). Elementary school teachers‟ perceptions about their work alıenatıon levels (the case of Malatya) (Unpublished Master’s Dissertation). Inonu University, Malatya.
  • Kılıç, H. (2009). Alienation in education in terms of various socio-economic variables and teachers(Unpublished Master’s Dissertation). Mersin University Social Sciences Institute, Mersin.
  • Kınık, F. Ş. F. (2010). Teachers' perceptions of alienation(Unpublished Master’s Dissertation). YıldızTeknikUniversity Social Sciences Institute, İstanbul.
  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).

Okul Müdürlerinin Kullandıkları Güç Stilleri ile Öğretmen Yabancılaşması Arasındaki İlişkinin İncelenmesi

Year 2020, , 514 - 540, 31.03.2020
https://doi.org/10.15869/itobiad.660372

Abstract

Bu araştırmada, öğretmen algılarına göre okul yöneticilerinin kullandığı güç stilleri ile öğretmen yabancılaşması arasındaki ilişki incelenmiştir. Araştırmaya Karabük ilinde devlet okullarında ki ilkokul, ortaokul ve liselerde görev yapan 582 öğretmen katılmıştır. Araştırmada Öğretmen Yabancılaşma Ölçeği ve Güç Tipi Ölçeği kullanılmıştır. Araştırma İlişkisel Modelde tasarlanmıştır. Değişkenler arasındaki ilişkiler Korelasyon ve Regresyon analizleri ile incelenmiştir. Araştırmanın bağımlı değişkeni öğretmenlerin yabancılaşma algıları, bağımsız değişkeni okul müdürlerinin kullandıkları güç stilleridir. Araştırma sonucunda ödül ve kişilik gücünün öğretmen yabancılaşması ile negatif yönde, zorlayıcı ve yasal gücün ise öğretmen yabancılaşması ile pozitif yönde ilişkili olduğu tespit edilmiştir. Güç kaynaklarından ödül gücünün öğretmen yabancılaşmasını negatif yönde yordadığı ve zorlayıcı gücün öğretmen yabancılaşmasını pozitif yönde yordadığı bulunmuştur.

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  • Kipnis, D., Schmidt, S. M., & Wilkinson, I. (1980). Intraorganizational influence tactics: Explorations in getting one’s way. Journal of Applied Psychology, 65, 440-452. Koçel, T. (1998). Business management (6th Edition). İstanbul: Beta Printing Publishing.
  • Koşar, S. (2008). The relationship between primary school supervisors? styles of using power in management and organizational culture (Unpublished Master’s Dissertation). Gazi University, Ankara.
  • Koşar, S. &Çalık, T. (2011). The relationship between primary school administrators styles of using power in management and organizational culture. Educational Administration: Theory and Practice, 17(4), 581-603.
  • Koyuncu, R. (2011).The effect of managers behaviours at primary education institutions on teachers alienation about their jobs through the example of Niğde (Unpublished Master’s Dissertation). Niğde University, Niğde.
  • Memduhoğlu, H. B. &Turhan, M. (2016). Use levels of primary school principals’ organizational power: what do teachers think? Marmara University Atatürk Faculty of education Journal of Educational Sciences, 44, 73-90.
  • Minibaş, J. (1993). Examination of the alienation concept and a research for the banking sector (Unpublished Doctoral Dissertation). İstanbul University Social Sciences Institute, İstanbul.
  • Organ, D. W., & C. N. Greene. (1981). The effects of formalization on professional involvement: A compensatory process approach. Administrative Science Quarterly, 26, 237-252.
  • Özcan, K., Karataş, H. İ, Çağlar, Ç &Polat, M. (2014). Administrators’ power usage styles and their impact on the organizational culture in colleges of education: A case study. Educational Sciences: Theory & Practice, 14(2), 545-569.
  • Özdemir, S. (2000). Organizational Innovation in Education (5th Edition), Ankara: Pegem Academy Publishing.
  • Özhan, T. (2016). The relation between power sources used by school principals and opinions of teachers regarding organizational trust levels (Unpublished Master’s Dissertation). Düzce University, Düzce.
  • Peabody, R. L (1961). Perceptions of organizational authority: A comparative analysis. Administrative Science Quarterly, 6(4), 463-482.
  • Polat, S. (2007). Relation between organizational justice perceptions, organizational trust levels and organzational citizenship behaviors of secondary education teachers(Unpublished Doctoral Dissertation). Kocaeli University, Kocaeli.
  • Polat, M. &Yavaş, T. (2012). The equation of alienation, institutive values and emotion management. Journal of Research in Education and Teaching, 1(2), 218-224.
  • Rahim, M. A. (1989). Relationships of leader power to compliance and satisfaction with supervision, evidence from a national sample of managers. Journal of Management, 15,545-557.
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2000). Organizational behaviour (7th ed.). USA: John Wiley & Sons.
  • Seeman, M.(1959). On TheMeaning of Alienation. American Sociological Review, 24, 783-790.
  • Shehada, M., & Khafaje, N. (2015). The Manifestation of organizational alienation of employees and its impact on work conditions. International Journal of Business and Social Science, 6(2), 82-86.
  • Sezgin, F. &Koşar, S. (2010). Relationshıp between primary school principals’ power styles and teacher organizational commitment. The Journal of Turkish Educational Sciences, 8(2), 273-296.
  • Soosai, S. (1988). The relationship between principals’ power behaviors and the organizational climate of secondary schools in Tamilnadu, India (Unpublished doctoral dissertation). The Marguette University, Wisconsin.
  • Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.
  • Şimşek, H., Balay, R. &Şimşek, S. (2012). Alienation from work of elementary school teachers. Journal of Educational Sciences Research, 2 (1), 54-72.
  • Şimşek, M. Ş. (2005). Management and organization (8th Edition). Konya: Günay Offset.
  • Şirin, H. (2007). School and its characteristic. In: S. Özdemir (Ed.). Turkish Education System and school management. Ankara: Nobel Publishing.
  • Tolan, B. (1981). Contemporary Society Crisis Anomy and Alienation, Ankara: Economics and Trade Sciences Academy Publications.
  • Titrek, O. &Zafer, D. (2009). Elementary teachers’ opinions about organizational power sources used by school administrators. Educational Administration in Theory and Practice, 60(60), 657.
  • Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education/ DOI: 10.1080/01596306.2016.1261084 Erişim tarihi 16.03.2019.
  • Üstün, S. (2013). Power type choices of primary school managers: A sample application in the central districts of Mersin (Unpublished Master’s Dissertation). Çağ University Social Sciences Institute, Mersin.
  • Vavrus, M. (1989). Alienation as the conceptual foundation for incorporating teacher empowerment into the teacher education knowledge base. Teaching and Teacher Education.33,120-135.
  • Yılmaz, S. &Sarpkaya, P. (2009). Alienation in educational organizations and its’ management. Journal of Human Sciences, 6(2), 314–333.
  • Yılmaz, K. &Altınkurt, Y. (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction, Kastamonu Education Journal, 20(2), 386.
  • Zielinski, A. E., & Hoy, W. K.(1983). Isolation and Alienation in Elementary Schools. Educational Administration Quarterly, 19, 27-45.
  • Zoghbi, P., & Lara, M.(2007). Relationship between Organizational Justice and Cyberloafing in the Workplace: Has “Anomia” a Say in the Matter? CyberPsychology& Behavior, 10(3).
There are 77 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Hayriye Kutlu 0000-0002-6865-3951

Ramazan Cansoy 0000-0003-2768-9939

Publication Date March 31, 2020
Published in Issue Year 2020

Cite

APA Kutlu, H., & Cansoy, R. (2020). Examining the Relationship between School Principals’ Power Styles and Teacher Alienation. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 9(1), 514-540. https://doi.org/10.15869/itobiad.660372
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.