Principals' conceptions of their current power basis revealed through phenomenography

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dc.contributor.authorOzaslan, Gokhan
dc.date.accessioned2024-02-23T14:23:50Z
dc.date.available2024-02-23T14:23:50Z
dc.date.issued2018
dc.departmentNEÜen_US
dc.description.abstractPurpose The purpose of this paper is to describe the variations in the ways that principals conceptualize their basis of power in schools. Design/methodology/approach Phenomenography was used as the research method of this study. The interviewees consisted of 16 principals, eight from public schools and eight from private schools. Findings The analysis of the interviews revealed eight ways of understanding a principal's power basis. These potential power bases were: teachers' sense of reciprocity; teachers' sense of responsibility; organizational rules and regulations; principals' deep knowledge and experience; in-service training; principals' reputation for being fair and impartial; teachers' sense of identification with their principal; and principals' control over teachers' employment. Participants from public and private schools held generally similar conceptions. The conception of in-service training remained limited to private school principals. The power basis of principals' control over teachers' employment was not emphasized but could still be perceived as a conception in certain statements by participants. Research limitations/implications Coercive power and legitimate power of reciprocity need to be investigated more thoroughly in the field of educational administration. Practical implications There is an urgent need for training for principals to raise their awareness of the adverse effect that coercive power has on teachers. Originality/value This study is the first known to explore variations in the ways that principals conceptualize their power basis.en_US
dc.identifier.doi10.1108/JEA-10-2016-0120
dc.identifier.endpage235en_US
dc.identifier.issn0957-8234
dc.identifier.issn1758-7395
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85034599557en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage220en_US
dc.identifier.urihttps://doi.org/10.1108/JEA-10-2016-0120
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13714
dc.identifier.volume56en_US
dc.identifier.wosWOS:000429285200004en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEmerald Group Publishing Ltden_US
dc.relation.ispartofJournal Of Educational Administrationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPhenomenographyen_US
dc.subjectBases Of Poweren_US
dc.subjectFrench And Ravenen_US
dc.subjectSchool Administrationen_US
dc.titlePrincipals' conceptions of their current power basis revealed through phenomenographyen_US
dc.typeArticleen_US

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