This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers (N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.
References
1.
CrossR. (1981) What makes an effective principal?Principal, 60, 19–22.
2.
GioiaD. A.SimsH. P. (1983) Perceptions of managerial power as a consequence of managerial behavior and reputation. Journal of Management, 9, 7–26.
3.
GoodladJ. I. (1984) A place called school. New York: McGraw-Hill.
4.
HalpinA. W. (1966) Theory and research in administration. New York: Macmillan.
5.
HalpinA. W.CroftD. B. (1963) The organizational climate of schools. Chicago, IL: Univer. of Chicago Press.
6.
LandryR. G.PorterA. W.LemonD. K. (1989) The Principal's Power Tactics Survey: The measurement of administrative power strategies of elementary school principals. Educational and Psychological Measurement, 49, 221–226.
7.
RutterM.MaughanB.MortimoreP.OustonJ. (1979) Fifteen thousand hours: Secondary schools and their effects. Cambridge, MA: Harvard Univer. Press.
8.
SarasonS. B. (1974) The principal and the power to change. The National Elementary Principal, 53, 47–53.
9.
TyeK. A. (1973) The elementary school principal: Key to educational change. In CulverJ.HobanT. (Eds), The power to change: Issues for the innovative educator. New York: McGraw-Hill. Pp 88–112.
