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

Year 2022, Volume: 9 Issue: 5, 26 - 42, 01.09.2022

Lukman Zıblım , Abbas Ertürk

https://doi.org/10.17275/per.22.102.9.5

Cited By: 2

Abstract

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

Keywords

power distance, power types, organizational power

References

• Akyol, S. (2009). Power distance and leadership relation in organizational culture, (Unpublished Doctoral Dissertation). Marmara University, Social Sciences Institute: Istanbul.
• Alkan, A. & Erdem, R. (2019). Power: A conceptual overview to power in terms of formal and informal aspects. Suleyman Demirel University Visionary Journal, 10(24), 405-433. doi: 10.21076/vizyoner.472535
• Altinkurt, Y. & Yilmaz, K. (2012). Relationship between school administrators’ organizational power sources and teachers’ organizational citizenship behaviors. Educational Sciences: Theory and Practice, 12(3), 1833-1852. https://eric.ed.gov/?id=EJ1000899
• Altinkurt, Y., Yilmaz, K., Erol, E. & Salali, E.T. (2014). Relationship between school principals’ use of power sources and teachers’ organizational cynicism perceptions. Journal of Teacher Education and Educators, 3(1), 25-52. http://dergipark.org.tr/tr/pub/jtee/issue/43256/525380
• Anlesinya, A., Adepoju, O. A., & Richter, U. H. (2019). Cultural orientation, perceived support and participation of female students in formal entrepreneurship in the sub-Saharan economy of Ghana. International Journal of Gender and Entrepreneurship, 11(3), 299–322. doi:10.1108/ijge-01-2019-0018
• Arslantas, H.I., Dayanan-Ugur, I. (2018). The examination of level of organizational power sources owned by administrators according to perceptions of teachers. Journal Of Social Sciences Institute,11, 46-63. http://dergipark.org.tr/tr/pub/susbid/issue/38160/403353
• Aslanargun, E. (2011). Social power in organizations: a theoretical perspective. E-Journal of New World Sciences Academy, 6(3), 1961-1971. Retrieved from http://dergipark.org.tr/tr/download/article-file/185534
• Ates, A. (2019). The relationship between temperament and perceived power distance of teachers, (Unpublished Master’s Thesis). Istanbul Sabahattin Zaim University, Social Sciences Institute: Istanbul
• Atmaca, T. (2014). Relationship among the power types of school principals' and teachers' mobbing, organizational commitment and organizational cynicism perception, (Unpublished Master's Thesis). Gazi University, Education Sciences Institute: Ankara.
• Aydin F. (2016). Types of organizational power used by middle school managers and organi̇zati̇onal silence behavi̇ors of teachers, (Unpublished Master’s Thesis). Pamukkale University, Educational Sciences Institute: Denizli
• Aydin, S ve Coskun, R. (2007). Orgutsel guc’e iliskin elestirel bir cozumleme. [A critical analysis of organizational power. Academic Reviews]. Akademik Incelemeler 2(2), 98-128. Retrieved from http://dergipark.org.tr/tr/pub/akademikincelemeler/issue/1556/19108
• Bacharach S. B. & Edward J. Lawler (1982). Power and politics in organizations. California: Jessey- Bass Publishers.
• Bakan, I , & Buyukbese, T . (2010). Leadership “types” and “power supplies” on the current-prospective status comparison: A case study based on perceptions of educational institution managers:. Karamanoglu Mehmetbey University Journal of Social and Economic Research, 2, 73-84. Retrieved from http://dergipark.org.tr/tr/pub/kmusekad/issue/10217/125592
• Basabe, N. & Ros, M. (2005). Cultural dimensions and social behavior correlates: individualism-collectivism and power distance. International Review of Social Psychology, 18(1), 189-225. Retrieved from https://www.researchgate.net/publication/252192818_Cultural_dimensions_and_social_behavior_correlates_Individualism-Collectivism_and_Power_Distance
• Batmaz, G. (2019). The relationship between perceived power distance and the sense of loneliness in business life and a research, (Unpublished Master’s Thesis). Marmara University, Social Sciences Institute: Istanbul.
• Białas, S. (2009). Power distance as a determinant of relations between managers and employees in the enterprises with foreign capital. Journal of Intercultural Management 1(2), 105–115. Retrieved from http://pubs.sciepub.com/ajphr/1/3/1/index.html
• Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: teachers’ perspectives. Educational Administration Quarterly, 35(3), 349–378. doi:10.1177/0013161x99353003
• Blau, Peter M. (1964). Exchange and power in social life. London: Wiley & Sons.
• Buyukozturk, S.; Kilic Cakmak, E.; Akgun, O. E.; Karadeniz, S. & Demirel, F. (2016). Bilimsel arastirma yontemleri [Scientific research methods]. Ankara: Pegem Akademi.
• Can, E., Kaptanoglu, S. & Halo, L. M. (2018). The Relationship Between Glass Ceiling Syndrome and Power Distance: A Research on Academics. Contemporary Studies in Social Sciences (Oneri) 13(50), 52-64. doi: 10.14783/maruoneri.v13i38778.383151
• Cevik, A. (2018). The investigation of the relationship between organizational citizenship and organizational cynicism behaviors of teachers with multiple power resources using school administrators, (Unpublished Master’s Thesis). Kahramanmaras Sutcu Imam University, Social Sciences Institute: Kahramanmaras.
• Daniel-Lintner, J. (2008). The relationship between perceived teacher empowerment and principal use of power (Unpublished Doctoral Dissertation). Graduate Faculty of Auburn University, College of Education: Alabama.
• Dayanan-Ugur, I. (2018). Examining the relationship between power bases and conflict management styles of school administers according to perceptions of teachers (Unpublished Master’s Thesis). Siirt University, Social Sciences Institute: Siirt.
• Demir, A.(2014). School administrators antecedents of organizational citizenship behavior they use power supply, (Unpublished Master’s Thesis). Cumhuriyet University, Educational Sciences Institute: Sivas.
• Deniz, A. (2013). The relationship between power distance and organizational commitment at schools, (Unpublished Master’s Thesis). Balikesir University Social Sciences Institute: Balikesir.
• Dennehy, E. (2015). Hofstede and learning in higher level education: An empirical study. International Journal of Management in Education 9(3), 323-339. doi: 10.1504/IJMIE.2015.070125
• Dimitrov, K., (2014) Geert Hofstede et al’s Set of National Cultural Dimensions – Popularity and Criticisms. Economic Alternatives journal, 2, 30-60.
• Dis, O. & Ayik, A. (2016). The relationship between organizational climate and power sources the school principals use. Akademik Bakis Dergisi [Journal of Academic Perspective], 58, 499-518. Retrieved from http://dergipark.org.tr/tr/pub/abuhsbd/issue/32971/366459
• Dis, O. (2015). The relationship between organizational climate and power sources the school principals use, (Unpublished Master’s Thesis). Ataturk University, Educational Sciences Institute: Erzurum.
• Erdogan, Y.; Yaman, E.; Senturk, O. & Kalyoncu, E. (2008). Power distance in web-based education: The case of Bilgi University. Journal of Values Education, 6(15), 115-137. Retrieved from http://dergipark.org.tr/tr/download/article-file/302517
• Erturk, A. (2007). Guc ve guc turleri. Cagdas Egitim Dergisi, 32(343), 40-47. Retrieved from https://docplayer.biz.tr/40633927-Cagdas-egitim-dergisi.html
• French, J. R. P., Jr., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150-167). Oxford: Univer.
• Gardner, J. W. (1990). On leadership. New York: Free Press.
• Geert, H.(1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations 10(3), 301-320. doi:10.1016/0147-1767(86)90015-5
• Gerhart, B. (2009). How Much Does National Culture Constrain Organizational Culture? Management and Organization Review, 5(2), 241-259. doi:10.1111/j.1740-8784.2008.00117.x
• Gervedink Nijhuis, C. J., Pieters, J. M., & Voogt, J. M. (2013). Influence of culture on curriculum development in Ghana: An undervalued factor? Journal of Curriculum Studies, 45(2), 225–250. doi:10.1080/00220272.2012.737861
• Goksen, E. (2002). Hizli degisimin getirdigi belirsizlik ortaminda toplumsal-orgutsel guc mesafesi ve belirsizlikle bas edebilme uzerine bir uygulama [An application on organizational power distance and coping with uncertainty in an environment of uncertainty], (Unpublished Master’s Thesis). Gazi University Social Sciences Institute. Ankara
• Gol-Dede, D. (2019). The relationship between power distance perceptions of teachers and their organizational silence, (Unpublished Master’s Thesis). Mugla Sitki Kocman University, Educational Sciences Institute: Mugla
• Goncalves, M. (2013). Leadership Styles: The Power to Influence Others. International Journal of Business and Social Science 4(4), 1-3.
• Gulec, E. (2010). Personality traits and power distance in organizations, (Unpublished Master’s Thesis). Abant Izzet Baysal University, Social Sciences Institute: Bolu.
• Guven, Z. (2018). An application of power distance perception in the telecommunication enterprises (Unpublished Master’s Thesis). Bahcesehir University, Social Sciences Institute: Istanbul.
• Halo, L. M. (2015). Relationship between glass ceiling syndrome and power distance: An applied research with the academics, (Unpublished Master’s Thesis). Bahcesehir University: Istanbul.
• HDR (Human Development Report), ( 2019). Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century. New York: AGS. Retrieved from http://hdr.undp.org/sites/default/files/hdr2019.pdf
• Hofstede, G. & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind. (2nd edition). McGraw-Hill.
• Hofstede, G. (1980a). Culture and Organizations. International Studies of Management & Organization, 10(4), 15–41. doi:10.1080/00208825.1980.11656300
• Hofstede, G. (1980b). Culture's consequences: International differences in work-related values. Beverly Hills, CA: Sage.
• Hofstede, G. (1983a). Cultural dimensions for project management. International Journal of Project Management, 1(1), 41-48. doi:10.1016/0263-7863(83)90038-8
• Hofstede, G. (1983b). The cultural relativity of organizational practices and theories. Journal of International Business Studies, Special Issue on Cross- Cultural Management, 14(2), 75-89. doi:10.1057/palgrave.jibs.8490867
• Hofstede, G. (1984). Culture’s consequences: International differences in work-related values. Abridged edition. Beverly Hills: Sage.
• Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. doi:10.1016/0147-1767(86)90015-5
• Hofstede, G. (1994). The business of international business is culture. International Business Review, 3(1), 1-14. doi:10.1016/0969-5931(94)90011-6
• Hofstede, G. (1998). Attitudes, values and organizational culture: Disentangling the concepts. Organization Studies, 19(3), 477–493. doi:10.1177/017084069801900305
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. (2nd ed.). Thousand Oaks, London: Sage Publications.
• Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2(1), 1-26. Retrieved from https://doi.org/10.9707/2307-0919.1014
• Hofstede, G., & Bond, M. H. (1988). The confucius connection: From cultural roots to economic growth. Organizational Dynamics, 16(4), 5–21. doi:10.1016/0090-2616(88)90009-5
• Hofstede, G., Hofstede G. J. & Minkov, M. (2010). Cultures and organizations: Software of the mind. (Revised and Expanded 3rd Edition). New York: McGraw-Hill.
• Kakabadse, A. & Parker, C. (1984). Towards a theory of political behavior in organizations. In Kakabadse, A. and Parker, C. (Eds), Power, politics and organizations: A behavioral science view, London: John Wiley,
• Karacelebi, F. G. (2016). The effect of perceived power distance on the businesses empowerment operations, (Unpublished Master’s Thesis). Selcuk University Social Sciences Institute: Konya.
• Khatri, N. (2009). Consequences of power distance orientation in organizations. vision: The Journal of Business Perspective, 13(1), 1–9. doi:10.1177/097226290901300101
• Kim, S., & McLean, G. N. (2014). The Impact of National Culture on Informal Learning in the Workplace. Adult Education Quarterly, 64(1), 39–59. https://doi.org/10.1177/0741713613504125
• Kirlidog, M. & Agaoglu, M. (2004, October). Can e-learning systems help student-centered learning? First International Conference on Innovations in Learning for the Future: E-learning. Istanbul, Turkey, (October 26-27) 351-361. Retrieved from https://www.academia.edu/2242002/First_International_Conference_on_Innovations_in_Learning_for_the_Future_e-Learning
• Kosar, S. (2008). The relationship between primary school supervisors? Styles of using power in management and organizational culture, (Unpublished Master’s Thesis). Gazi University, Educational Sciences Institute: Ankara.
• Le Roux, M. J. (2012). Principals and their possible power to influence quality education, (Unpublished Master Thesis). University of Stellenbosch, Department of Education Policy Studies: South Africa.
• Lorcu, G. (2019). The relationship between the power distance and organizational cynicism: A research on administrative staff, (Unpublished Master’s Thesis). Trakya University, Social Sciences Institute: Edirne.
• Macit, G. (2010). Effect of cultural values on communication styles: A study on Mehmet Akif Ersoy University students, (Unpublished Master’s Thesis). Suleyman Demirel University, Social Sciences Institute: Isparta
• Owusu Ansah, M., & Louw, L. (2019). The influence of national culture on organizational culture of multinational companies. Cogent Social Sciences, 5(1), 1623648. https://doi.org/10.1080/23311886.2019.1623648
• Pallant, J. (2010). SPSS survival manual : A step by step guide to data analysis using SPSS (4th ed.). Maidenhead ; New York: Open University Press/McGraw-Hill.
• Sahin, B. (2014). Metodoloji. In. Abdurrahman, T. (Ed.), Bilimsel arastirma yontemleri [Scientific research methods]. Ankara: Ani Publishing.
• Shengnan, L. & Hallinger, P. (2020). Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration & Leadership, 174114321989604. doi:10.1177/1741143219896042
• Sokmen, A. (2014). Sosyal gelisme endeksi Turkiye icin ne ifade ediyor? [ Social development index what does meen for Turkey?]. The Economic Policy Research Foundation of Turkey. Retrieved from https://www.tepav.org.tr/upload/files /1403700250-6.Sosyal_Gelisme_Endeksi_Turkiye_Icin_Ne_Ifade_Ediyor.pdf
• Sorm, S. & Gunbayii. I. (2018). School leadership: the exercise of legitimate power in Cambodia. European Journal of Education Studies, 4(5), 256-284. Retrieved from https://oapub.org/edu/index.php/ejes/article/view/1604
• SPI (Social Progress Index). (2019) Social progress index Executive Summary. Retrieved from https://www.socialprogress.org/assets/downloads/resources /2019/2019-Social-Progress -Index-executive-summary-v2.0.pdf
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
• Ucar, L. (2016). The power types that are used by school administrators and the organizational depression : A correlational screening model, (Unpublished Master’s Thesis). Siirt University, Social Sciences Institute: Siirt.
• Uludag-Kodal, D. (2019). The relationship between power types that pre-school administrators use and organizational commitment level of teachers (Unpublished Master’s Thesis). Pamukkale University; Educational Sciences Institute: Denizli.
• Urwick, L. F. (1944). The elements of administration. New York: Harper & Brothers.
• Yaman, E. & Irmak, Y. (2010). Power distance between managers and teachers. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 164–172. Retrieved from http://dergipark.org.tr/tr/pub/mkusbed/issue/19571/208610
• Yilmaz, K. & Altinkurt, Y . (2012). Relationship between school administrators’ power sources and teachers’ job satisfaction. Kastamonu Education Journal, 20(2), 385-402. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/48697/619533
• Yorulmaz, A. (2014). Organizational power sources and their utilization level in secondary education institutions (Unpublished Master’s Thesis). Gazi University, Education Sciences Institute: Ankara.
• Yorulmaz, Y. I., Colak, I., Altinkurt, Y. & Yilmaz, K. (2018). The validity and reliability study of organizational power distance scale. Trakya Journal of Education, 8(4), 671-686. doi: 10.24315/trkefd.411916