Principals’ conceptions of their current power basis revealed through phenomenography

Abstract

Purpose The purpose of this paper is to describe the variations in the ways that principals conceptualize their basis of power in schools. Design/methodology/approach Phenomenography was used as the research method of this study. The interviewees consisted of 16 principals, eight from public schools and eight from private schools. Findings The analysis of the interviews revealed eight ways of understanding a principal’s power basis. These potential power bases were: teachers’ sense of reciprocity; teachers’ sense of responsibility; organizational rules and regulations; principals’ deep knowledge and experience; in-service training; principals’ reputation for being fair and impartial; teachers’ sense of identification with their principal; and principals’ control over teachers’ employment. Participants from public and private schools held generally similar conceptions. The conception of in-service training remained limited to private school principals. The power basis of principals’ control over teachers’ employment was not emphasized but could still be perceived as a conception in certain statements by participants. Research limitations/implications Coercive power and legitimate power of reciprocity need to be investigated more thoroughly in the field of educational administration. Practical implications There is an urgent need for training for principals to raise their awareness of the adverse effect that coercive power has on teachers. Originality/value This study is the first known to explore variations in the ways that principals conceptualize their power basis.