Özet:

Purpose: This research is aimed at determining whether teachers' perceptions regarding the types of power that primary, secondary and secondary school directors use in management are significantly different in terms of gender, state of learning, branch, school level and senior variables. Method: The research method is used. The research work group consists of 129 teachers working in primary, secondary and secondary schools in the Malatya or Hekimhan district in 2015-2016. The study applied to teachers at primary, secondary and high school levels as a data collection tool "The scale of the types of power used by school managers in school management". Results: In the analysis of differences in terms of gender, state of education, branch, school level and age variables: Women teachers think that school managers use more of the force elements than men teachers. Similarly, teachers with a state of education at the postgraduate level, compared to teachers with a state of education at the postgraduate level; they think their directors are more applied to the force of force. Teachers at the pre-graduate level of education have been determined that the perception that teachers at the postgraduate level of education have been formed is that their directors use more of the behavior of the type of competence power. It is also determined that class teachers, according to branch teachers, find the level of school managers using their expertise, knowledge, and commitment forces higher. If the knowledge power is low, teachers with 21 years and older age have established the perception that the school managers use the knowledge power more. Results and Recommendations: According to research findings, the power elements used by school managers in management directly affect the teaching activities of teachers. In this context, school managers can guide teachers towards success by recognizing the power elements, creating a power strategy in the conditional axis.

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