Power Menu
The Various Types of Power which Principals May Demonstrate
Principals or administrators are often comfortable with having the final say over their teachers. This trend has more recently transformed towards "power sharing" between principals and teachers in the context of educational reforms (Elmazi, 2018, p. 5) Power sharing is essential to the effectiveness of principal and teacher leadership practices, and often results in higher overall performance from teachers (Elmazi, 2018, p.5). Effective leadership is not only based on having power, but on how the principal or administrator uses their power. By gaining effective leadership experiences, principals or administrators can apply all the basic constructs of power in a way that will benefit their teachers and their entire schools (Elmazi, 2018, p. 11). The following "menu" is a list of the various types of power that might be visible among teacher-principal relationships within a school:
1. Reward Power
This kind of power is based on the ability of the principal to distribute rewards to their teachers. Individuals who choose to follow and agree with the suggestions and opinions of their principal, will benefit by receiving positive incentives such as increased recognition of their efforts and instructional practices (Elmazi, 2018, p. 3-4).
2. Coercive Power
This type of power is the opposite of reward power and it is based on fear; more specifically, the fear of being hurt. Instilling the fear of being hurt allows a principal to use the power of coercion to rule over teachers who may be afraid of them. A leader who exhibits this power of coercion makes teachers feel obligated to follow them, by communicating threats of punishment and distribution of unwanted tasks, for failure to obey. (Elmazi, 2018, p. 4).
3. The Power of Position / Legitimate Power
This power is based upon the position or title of the individual principal or administrator. As a result, it is unstable and unpredictable, since their position within the school is not always permanent. If a principal or administrator leaves the school then the power must be left behind. This kind of power belongs to position titles such as vice principal, principal and/or administrator (Elmazi, 2018, p. 4).
4. Expert Power
This type of power is based on a teacher's belief that the principal or administrator has a plethora of knowledge, talent and skills. It is the same as the authority that stems from being a knowledgeable individual. Someone with expert power has the ability to facilitate the work of others as s/he has numerous experiences or has conducted various trainings in their professional life (Elmazi, 2018, p. 4). In the case of school principals, this power enhances the psychological, social and technical aspects of teacher work performance including job satisfaction, loyalty and commitment to the principal or administrator of their school (Elmazi, 2018, p. 6).
5. Referent Power
This type of power is based on a teacher's belief that the principal or administrator has a plethora of knowledge, talent and skills. It is the same as the authority that stems from being a knowledgeable individual. Someone with expert power has the ability to facilitate the work of others as s/he has numerous experiences or has conducted various trainings in their professional life (Elmazi, 2018, p. 4). In the case of school principals, this power enhances the psychological, social and technical aspects of teacher work performance including job satisfaction, loyalty and commitment to the principal or administrator of their school (Elmazi, 2018, p. 6).
6. Information Power
This power is based on the principal's or administrator's ability to receive and give back valuable information that is needed for the betterment of the school and its teachers (Elmazi, 2018, p. 4).
7. Power of Relationships
This power is based on the ability of the principal or administrator to build influential connections and relationships both inside and outside the school settings (Elmazi, 2018, p. 4).
Teacher-Principal Relationship Dynamics
Examining how the element of power changes the way that teachers and principals work together.
The ability to change one's power style for the betterment of teacher-principal relationships
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Authenticity of Teacher-Principal Interactions
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Empowerment of Teacher-Principal RelationshipsEight dimensions of principal or administrator behaviours have been associated with a teachers’ sense of empowerment. These were identified by researchers Ai Noi Lee & Youyan Nie (2017), and are as follows (p. 262):
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"A principal is the leader of the school and at the same time is the manager of the school. In the educational context, principals are among the key authorities that dispose power. Like all managers, school principals have to accomplish the organizational goals and do the work with and through teachers. This requires exercise of influence and power. Principals use power to influence the behavior of teachers and students"
-Lyons & Murphy, 1994
(Elmazi, 2018, p. 3)
Where can changes be made to ensure quality teacher-principal relationships exist in more schools?
Based on what I have read in the literature about quality teacher-principal relationships, teacher value and empowerment, changes can be made starting with school boards. I realize that it would be nearly impossible to ask, but I believe that if there were board-wide initiatives created for principals and administrators, they might be able to reconsider the ways in which they use their power to develop relationships with their teachers.
This also leads me to believe that there need to be more professional development opportunities for principals and administrators to better understand how teachers are willing to do more than what is expected of their normal responsibilities when quality teacher-principal relationships exist. Principals can do this by trusting, supporting, encouraging and empowering their teachers. In return, teachers will then feel confident and capable of developing better, quality relationships with their principals and administration without hesitation.
-Lyons & Murphy, 1994
(Elmazi, 2018, p. 3)
Where can changes be made to ensure quality teacher-principal relationships exist in more schools?
Based on what I have read in the literature about quality teacher-principal relationships, teacher value and empowerment, changes can be made starting with school boards. I realize that it would be nearly impossible to ask, but I believe that if there were board-wide initiatives created for principals and administrators, they might be able to reconsider the ways in which they use their power to develop relationships with their teachers.
This also leads me to believe that there need to be more professional development opportunities for principals and administrators to better understand how teachers are willing to do more than what is expected of their normal responsibilities when quality teacher-principal relationships exist. Principals can do this by trusting, supporting, encouraging and empowering their teachers. In return, teachers will then feel confident and capable of developing better, quality relationships with their principals and administration without hesitation.