Abstract:

This study aims to identify the mediating role of organizational power distance perception in the relationship between teachers’ organizational trust and teacher autonomy. The sample of the study is comprised of 388 teachers working in primary, secondary, and high schools of Muğla province in Turkey. Organizational Trust Scale, Organizational Power Distance Scale, and Teacher Autonomy Scale were employed as data collection tools. Descriptive statistics and Pearson correlation coefficients were employed in the analysis of data. The mediating effect of organizational power distance perception in the relationship between teachers’ organizational trust and teacher autonomy was tested with structural equation modelling. According to the research results, teachers’ organizational trust is at medium level. In terms of organizational power distance, teachers have the perception of acquiescence of power the most and of instrumental use of power the least. Teachers exhibit autonomous behaviors at high level. Organizational trust has low level positive and statistically significant direct effect on teacher autonomy and on acquiescence of power and acceptance of power which are among the dimensions of organizational power distance. Acquiescence of power and acceptance of power has low level negative and statistically significant direct effect on teacher autonomy. It has been revealed that acquiescence of power and acceptance of power have suppressor mediator roles in the relationship between organizational trust and teacher autonomy.

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