Principal's Leader Power, Teacher Empowerment, Teacher Compliance and Conflict

Abstract

This paper reports on a study which investigated the relationship among the principal's bases of leader power, teacher empowerment, teacher compliance, and the amount of conflict within self, with peers and with the principal. Factor analysis and regression analysis revealed a strong association for expert power and referent power with each conflict dimension and teacher empowerment. Teacher compliance and teacher empowerment were strongly associated with all three conflict dimensions. Implications were derived for the preservice and inservice education of school principals and their evaluation.