Administrators’ Power Usage Styles and Their Impact on the Organizational Culture in Colleges of Education: A Case Study

Abstract

The main purpose of this study is to determine how power usage styles of administrators of faculties of education influence the organizational culture in their respective faculties in Turkey. Using the phenomenological method, a qualitative research method, researchers studied a group comprised of 20 academics from 7 different colleges of education employed during the 2011-2012 academic year. In order to select the appropriate study group, maximum variation technique was used since it is one of the purposive sampling methods. The data were gathered using semi-structured interview questions developed by the researchers themselves and were analyzed using descriptive statistical techniques. In this study, it was found that while the administrators of this group mostly used legal, coercive, and reward power styles, charismatic and expertise power styles did not have a significant impact on members of their respective faculties. It was further found that administrators' usage of legal, coercive, and reward power styles bread both organizational cultures of power and bureaucracy. It was concluded that, due to the lack of charismatic and expertise power styles, cultures of success and support are unable to flourish in such faculties and that there are even difficulties in setting up a fully functional bureaucratic culture. As a result of this study, the researchers have suggested that in order to develop an organizational culture with all of its necessary components in faculties of education, administrators should be assigned through democratic selection methods, that they be trained in administrators training programs, and that a peer mentoring system should be developed in faculties of education.

Effect of transformational and transactional leadership styles of school principals on organizational culture<p>Okul müdürlerinin dönüşümcü ve işlemci liderlik stillerinin örgüt kültürüne etkisi

“…Özellikle yönetim, liderlik ve kültür konularını temel alan çalışmalar da yapılmıştır (Barnett & diğ., 1999;Berry, 1997;Bass & Avolio, 1993, Block, 2003Bennis & Goldsmith, 1997;Beachum & Dentith, 2004;Buch & Rivers, 2001;Carpenter, 2015;Cameron, 2012;Clement, 1994;Deal & Peterson, 1990;Erdem ve Dikici, 2009;Hallinger & Leithwood, 1996;Flores, 2004;Karadağ, 2009;Koşar ve Çalık, 2011;Kythreotis & diğ., 2010;Lima, 2006;Smith & Piele, 2006;Schein, 1996Schein, , 2004Şahin, 2011a, 2011b, 2011cÖzcan, Karataş, Çağlar ve Polat, 2014;Zembat, Özdemir, Sezer, Beceren ve Biber, 2011).…”

Revisión sistemática de las concepciones de cultura organizacional

“…La subcategoría de valores y creencias organizacionales se refiere a la motivación que permite cumplir al trabajador los objetivos esperados de la organización (61) , de acuerdo a las creencias que son conceptos normativos creados en grupos culturales (62) ; En dicha subcategoría se encontró el mayor número de definiciones 38% (13,21) , estas pueden ser entendidas desde dos perspectivas: la primera, como una construcción compartida por los miembros de una organización, la cual guía los comportamientos de los colaboradores (13,14,(18)(19)(20)(21)25,31,34) ; la segunda, vista desde la necesidad de una empresa de definir los estándares esperados de conducta de cada individuo, por lo cual dichos elementos son impuestos por la empresa y asumidos por el trabajador (17,19,20) .…”

“…Consiste en las visiones compartidas, las ideologías, creencias, sentimientos, supuestos, expectativas, normas [Lunenburg y Ornstein, 2013] (34) .…”

An Investigation of the Types of Power Used by High School Teachers in Classroom Management According to Teachers’ and Students’ Opinions

“…Power, in the most general definition, can be expressed as the ability to make others do what one wants to do and influence them (Arslantaş & Dayanan Uğur, 2018;Aslanargun & Eriş, 2013;Greenberg & Baron, 1993; as cited in Titrek & Zafer, 2009;Lunenburg, 2012;McShane & VonGlinow, 2016). Individuals can meet their needs by realizing their goals thanks to the power they have (Özcan, Karataş, Çağlar, & Polat, 2014). Moreover, since power always creates an area of responsibility, the person who has power is also obliged to observe the aims of the organization (Çelik, 2003).…”