The relation between school administrators’ use of power styles and teachers’ organizational commitment and their job performance

Abstract

Power is the ability of an individual or group to influence others and a source of directing behavior in a desired way. School administrators use power styles in order to be able to affect school staff and lead them to the direction of their goals. Power styles are divided into two as stylistic and personal power. Job performance is the level of the staff to carry out the work and organizational goals. In order for the schools to be successful and effective, their staff’s performance needs to be high. One of the factors which play a significant role in increasing job performance is organizational commitment. In order for the organizations to reach their determined goals, they need workers who are willing to stay within the organization, do voluntary work for the sake of the organization and feel high commitment to the organization. In this context, administrators’ power styles and teachers’ organizational commitment are accepted as variables which affect teachers’ job performance in school organizations. This study aims at determining to what extent school administrators’ use of power styles and teachers’ organizational commitment account for the teachers’ job performance. The study is in the relational survey model. The sample of the research consists of 292 teachers who have been chosen by accidental sampling and work in the central districts of Denizli. In the study which has been carried out through simple and multiple regression analyses, it has been found out that the school administrators’ power styles and teachers’ organizational commitment predict the teachers’ job performance.