Kepenekci, Yasemin KaramanSağ, Gamze Özdil2022-04-042022-04-042010http://hdl.handle.net/20.500.12575/78293Forming and guiding groups of people who are headed towardsparticular purpose and goals needs an ability to affect and persuade peopleand this is defined as leadership. Mostly, leaders give direction to the society.The leadership styles of leaders are important today and leaders who thinkthat managing is not using authority and legitimate power, who can affect thebehaviours of followers with their knowledge, skills, personality and specialabilities are needed. How the differences resulting from the personality andcharacters of women affect their behaviours in management is gainingimportance.The effect of the leader in the organization in great amount depends onthe source of power he handles to influence other people because power isone of the most important sources that administrators use. These sources ofpower are, reward power, coercive power and legitimate power which dependon the position of the administrator, or referent and expert power whichdepend on personal abilities. Women administrators may have differentleadership behaviours depending on the sources of power they handle.The aim of this research is to determine the views of womenadministrators and teachers working in these schools related to the sources ofpower they handle, their offers to enhance the sources of power and definingthe women administrators? leadership behaviours in school administration.The study group of this research consists of 10 willing public elementaryschool administrators and 17 teachers working in these schools in centraldistricts of Eskişehir province in 2009?2010 school year. Qualitative researchmethod is used in the study. The views of the women elementary schooladministrators and teachers are taken by interviews. The data is collected bythe interview form prepared by using ?Power Sources Scale? which isdeveloped by Aslanargun (2009) and analyzed via content analysis methodafter converted into text.According to the findings of this research; it is seen that womenschool administrators perform mostly transactional leader behavioursdepending on the reward power they handle, and they performtransformational leader behaviours depending on the coercive, legitimate,expert and referent power they handle. Women school administrators canperform both transactional and transformational leadership characteristicsat the same time. And also the perception of the teachers about theadministrators? being transactional or transformational may change.According to the views of women administrators and teachers; most ofthe women administrators have friendly, tender, supportive and reliablecharacteristics and they ensure the works in school to be in their way.According to the views of women administrators and teachers; most ofthe women administrators have powerful human relations and communicationskills. It is understood that these administrators are successful in solvingproblems in the school, they don?t need training to improve their expert powerbut the others who have difficulty in communication ignore or can?t solve theproblems.According to research results; the leaders and teachers who are opento change and transformation are given way in the educational system. Theopportunities by which the administrators and teachers can improvethemselves in the way to change and transform must be given.trEğitim yönetimiGüç kaynaklarıLiderlikmasterThesis