Abstract:

This research aims to reveal the impact tactics that school managers use against teachers according to their teachers and managers’ opinions. The research method has been used. The study group consists of 18 teachers and 10 school managers working in the Uşak province. According to the results of the study, most teachers have stated that school managers feel like a part of the school to ensure their integration in the school, make decisions, value and use their legal powers, while school managers use tactics to create and communicate the family environment. Again, many teachers indicate that school managers use the tactics of using and motivating legal powers to improve their business success; while school managers rank the tactics of influence they use in the form of motivating, guiding for professional development and making the task distribution appropriate. Another outcome of the study is that while most teachers say that school managers use legal power to replace their tasks, they say that managers use tactics such as emphasizing the results, emphasizing the importance of the profession and creating the environment for success. For both teachers and school managers, the school managers use the impact tactics to ensure the professional development of teachers, to provide guidance to service education and professional development. While most teachers think that school managers use appreciation and legal power to make their efforts to improve the school; managers say they influence teachers by appreciating, adopting the school and influencing according to their personal characteristics.

Abstract:

This study aims to reveal the tactics of school administrators against teachers according to teachers 'and administrator' views. The qualitative research method has been used in the research. The study group consists of 18 teachers and 10 school administrators working in Uşak. According to the results of the research, most of the teachers stated that school administrators made them feel the part of the school, participated them to the decisions, added value, and used their legal powers to ensure their integration with the school; school administrators stated that they used the tactics of creating a family environment and communication. While most of the teachers stated that school administrators use tactics of using legal power and motivation to increase their success; school administrators use motivation to influence their tactics, directing them for professional development and making the appropriate task distribution.  Another result of the research is that the teachers say school administrators use legal power in order for the teachers to fulfill their duties while school administrators indicate that they emphasize the results, emphasize the importance of the profession and create an environment for success. Influence tactics used by most teachers and school administrators to provide the professional development of teachers to provide orientation and in-service training. In order for teachers to make efforts to improve the school, most of the teachers think that school administrators use appreciation and legal power, whereas the administrators say they influence the teachers by encouraging and by adapting to the school and influencing according to personal characteristics. 

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