The Relationship between the Principals' Use of Power and Teachers' Job Satisfaction in Pakokku Township, Myanmar

These objectives have been pursued throughout the duration of the study 1) to study the principals' use of Power, 2) to study the teachers' job satisfaction and 3) to investigate the relationship between principals' use of Power and teachers' job satisfaction in Basic Education High Schools in Pakokku Township, Myanmar.In this study, the quantitative research method was used. The questionnaire survey was carried out in this study. After reviewing the related literature thoroughly, a set of questionnaires to collect the required data was developed based on Principals' Use of Power of (French Jr & Raven, 1959) and Teachers' Job Satisfaction of (Sepector, 1994). The reliability coefficient (Cronbach α) was 0.753 for the principals' use of Power and 0.988 for the teachers' job satisfaction. The Principals' use of Power modified by the researcher and the teachers' jpb satisfaction was validated by exploratory factor analysis and confirmatory factor analysis and showed the good model fitting and had validity for the use in the study.Three hundred and four teachers were selected as subjects from the four Basic Education High Schools in Pakokku Township by using the random sampling method. Descriptive statistics was used to analyze the collected data. The principals' use of Power and the teachers' job satisfaction that perceived by teachers were determined as the mean value and standard deviations. Moreover, independent samples T-test and the Pearson-product moment correlation coefficient were utilized.The principals' use of power (strong level, Mean=3.78, SD=0.318) and the teachers' job satisfaction (high level, Mean=3.83, SD=0.777) that perceived by teachers and the relationship between principals' use of Power and teachers' job satisfaction were identified in this study. There were statistically significant differences in the use of Power and teachers' job satisfaction grouped by the school location (uban and rural). There was a typical association between principals'’ use of Power and teachers' job satisfaction ( p <.01). Quantitative findings also suggested that the higher the principals' use of Power, the better the teachers' job satisfaction. This study gave valuable new insights into that the principals can know which types of Power should be used in the appropriate situations while working with their subordinates.

which to direct subordinates to do as he/she requests. People exercise their Power in various ways as they know the position of Power that sometimes come from the position they possessed.
This provides a solid foundation on which better understanding on social Power and how people try to influence others to change something by the work of French Jr and Raven (1959). The nature of Power is derived from individual who has Power and subordinate under him. For the purpose of this study, the power bases was limited to the seven identified as (a) reward power, (b) coercive Power, (c) legitimate Power, (d) referent power, (e) expert power (French andRave, 1959, 2011), with the addition of (f) information power, and (g) connection power studied in Hersey, Blanchard, and Natemeyer (1979).
"Within the exercise of Power there was ovelap among the sources of Power although each base varies in its number of dimensions and strategies. It can also be clearly seen that it is possible to use more than one type power by a person, resulting an overlap of bases.
Leaders give their followers rewards for their efforts and achievements of goals as identified as reward power. They understand that in running the organization, the use of reward power can be combined with another management strategy and it becomes the strength point. It can be seen that if a subordinate is trying to get some information beyond the limit pertaining to a facet of the goal, the leader can use legitimate power base strategy and and provide the subordinate a measure of dispersed information which may be viewed 1as a reward for their efforts.
Grah1am (2015)'s study explored that reward power and coercive Power can be used in combination with other power bases that can make the organization more effective. Leaders will give punishments in order to force someone for competing the goal in time. For instance, if the leader tended to obey the follow of the information, he or she can use coercive Power.
Legitimate Power derived formally from the leaders' position. As they are in higher management position, they have the right to apply their legitimate Power to their subordinates. Since leaders had authority given them based on the position they maintain, they also had access to controlling the flow of information and the direction of information. Leaders can utilize their position to control information, ensuring that their directives and requests are acted upon.
In some situations, the leader can use the referent power possessed as based on their personality traits. Executing referent power basically needs socialization and interactions with others. The leader get the referent power from the impressions of the audience. The leader who applied the referent power strategy is interested in talking with subordinates that can become confident in the leader's ability and follow his or her directives. The use of power-talk "allows an individual to be viewed as powerful, through the use of semantics, sentence structure, pitch, volume and clarity". Subordinates were more likely to follow individuals who presented themselves in a confident manner and brought assurance. Leaders who exerted referent power often were "precise, concise, rational, logical and calm". Through the utilization of power-talks, not only did the leader engage the subordinates in referent power strategies, but also utilized some degree of expert power base strategies. "In order for followers to attach value to a leader's words the communication must reflect the leader's know-how, experience, expertise, confidence, and competence".
When trying to understand the concept of leadership, Power include in the considerable area because Power can influence the whole process. It can be known that when people have the influence on others' ideas, beliefs and courses of action, they possess Power. While someone tries to use Power, it is their attempt to get the desired results. Power exists and affect the relationship between the two agents-a leader and a subordinate. The leader gained a platform of Power from the position they held over the subordinate and existent between the two is an influential relationship. Subordinates perceived their leader as someone who had positional Power and therefore had the ability to request, direct, command and impose accordingly. The principal's use of Power in their schools has relations to teachers' job satisfaction with the work and their principals. There is also teachers' dissatisfaction with work and their principals when principals used coercive Power, connection power and reward power. High school principals used more referent power and expert Power to influence and relied little on coercive Power or reward power. Power is the ability to influence others. One of the most influential theories of Power comes from the work of French and Raven who attempted to determine the sources of power leaders use to influence others. French and Raven identified five sources of Power which are legitimate, reward, coercive, expert and referent.
(1). Legitimate Power is that the principals can influence the behavior of subordinates because of formal position.
(2). Reward power is that the principals can influence subordinates by rewarding their desirable behavior.
(3). Coercive Power is that the principals can influence subordinates by purnishing them for undesirable.
(4). Expert Power is that the principals can influence subordinates' behavior on the basic of specialized knowledge and skill.
(5) Referent power is that the principals can influence behavior based on subordinates' liking and identification with the administrator.
(6). Information power is that on the principals can possess and distribute information. Principals withholds Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 61 information or provides information to subordinates as needed in order to ensure compliance.
(7). Connection power is that the principals can connect with influential or important people. A principal high in connection power induces compliance than others because they try to gain favor or avoid disfavor of the powerful connection.

Job Satisfaction
An employee can describe his or her job satisfaction by evaluating his or her job as favorable or unfavorable. It is the positive response and feelings that employees have on their job. Job satisfaction is an expression used to describe the attitude an employee has towards the job and associated roles and responsibilities, where a highly satisfied employee will have a positive attitude and vice versa.
Work. Work that satisfies the needs of employees is work providing an opportunity to use one's valuable skills and abilities, creativity and variety. Also work which has just sufficient difficulty, amount of work, responsibility, autonomy and complexity.
Income. When the difference between valued pay and the obtained pay arises the income satisfaction. People with higher income are more satisfied with their job than individuals with lower income. But money cannot be termed as the most determinant factor contributing to job satisfaction but money does make things while. Income level is associated with status, lifestyle and independence.
Working Conditions. Generally, employees are satisfied with physical surroundings which are not dangerous or uncomfortable. Moderate rather than extreme degrees are preferred, since extremes cause physical comfort and reduce ability of work. Most employees also value a location close to home, new buildings, cleanliness, and adequate tools and equally as working conditions.
Self Esteem. One of the subjects in the area of job attitudes is the individual's views of himself and how various job experiences and conditions affect him. Persons who are high in self-esteem or who have a positive self-image appear to be more satisfied with their jobs.
Policy and Management. The organization has more ultimate, control over these factors than the employee's immediate supervisor. The organization policies which are incomplete, unclear or undefined have been found to be associated with job satisfaction.
Intrinsic Rewards. Professionals derive greater rewards from works, including the challenge of their work, the use of the skills and knowledge, the opportunity for self-development, learning and growth.
Interpersonal Relations. Friendly and positive relation with coworkers subordinates and supervisors contribute to high level of job satisfaction.

Purpose of the Research
The main purpose of the research is to study teachers' perceptions on their principals' use of Power and their job satisfaction in Basic Education High Schools. The specific objectives are as follows. 1. To examine teachers' perceptions on their principals' use of Power 2. To examine the level of teachers' job satisfaction 3. To examine the relationship between the principals' use of Power and the teachers' job satisfaction

Research Questions
The following research questions are used to guide this study. 1. What kinds of Power do the principals mostly use, as perceived by teachers? 2. What is the level of teachers' job satisfaction? 3. What is the relationships between the teachers' perception of the principal's use of power and their selfperceptions job satisfaction?

Limitations of the Study
The following points show the scope of the study.
(1) The study is geographically restricted to Pakokku Township.
(2) Participants of the study are principals and teachers from four Basic Education High schools of Pakokku Township; two from urban and two from rural (3) This study is designed to investigate the relationship between principals' use of Power and teachers' job satisfaction in Pakokku Township.

Definition of Key Terms
This part defines a number of important aspects related to the subject of this study. Principals' Use of Power -the ability to guide others to the needed behaviors . (Altinkurt & Yilmaz, 2012) Teachers' Job Satisfaction-the terminology used to describe whether employees are happy and contented and Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 fulfilling their desires and needs at work 6. Methodology 6.1 Quantitative Study In this study, questionnaire survey was carried out to investigate the relationship between principals' use of Power and teachers' job satisfaction. The questionnaire consisted mainly of closed-ended questions. For the closed-ended questions, the five point Likert-type items for principals' use of Power and teachers' job satisfaction.

Sample
In order to obtain the representative sample, four Basic Education High Schools in Pakokku Township were selected by random sampling method. The target population for this study consisted of 304 teachers from four Basic Education High Schools in Pakokku Township, Magwe Region. The participants comprised 100 Senior Teachers, 104 Junior Teachers and 100 Primary Teachers in this study.

Instrumentation
The main tools of data collection for this study were questionnaires. Under the guidance of the supervisor, two sets of questionnaire were constructed by the researcher in order to obtain the necessary information. They were employed in the study for the teachers. The questionnaire for teachers was used to collect data concerning on their principals use of Power and teachers' job satisfaction.
The questionnaires were based on French and Raven's Use of Power for principals' use of Power in the schools and Spencer's Job Satisfaction for teachers' job satisfaction. The Principals' use of Power included seven dimensions: referent power (6 items), reward power (6 items), expert Power (6 items), coercive Power (5 items), legitimate Power (6 items), information power (5 items) and connection power (4 items). Teachers' Job Satisfaction questionnaire included 36 items. Teachers rated their agreement or disagreement with each items for the seven dimensions of their principals' use of Power and teachers' job satisfaction using a five-point Likert scale: strongly agree (coded as 5), agree (coded as 4), neutral ( coded as 3), disagree( coded as 2) and strongly disagree (coded as 1).
In developing the instruments, consultation was made with the experts on their review and comments and modified incorporation with the suggestions of the experts. For the reliability and validity for the instrument, the Cronbach's alpha coefficient for the Principals' Use of Power was 0.753 and Teachers' Job Satisfaction was 0.988.
-Construct Validity. The responses are based on 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). All measures are within the acceptable range of Skewness>2 (George & Mallery, 2010) and Kurtosis>7 (Byrne, 2013), suggesting that they are normally distributed. The exploratory factor analysis is run for the principals' use of Power. The analysis is run with the principal component analysis and varimax-rotation. The selection of a factor and an item was based on the criteria: eigenvalue>1 and Scree plot and factor loadings >.40, respectively. The factor analysis for the principals' use of Power resulted in seven significant factors that provided support to the seven independent of the dimensions of Power with eigenvalues 14.794, 3.684, 3.042, 2.666, 1.900, 1.549 and 1.248 and for job satisfaction as one-factor model showing the eigenvalue of 25.438.
The confirmatory factor analysis for Principals' Use of Power is run as seven factor model with AMOS 21. My principal possesses or has access to information that is valuable to others. .768 My principal is well-informed, up-to-date and also has the ability to persuade others. .697 My principal has confidence in debating, or is persuasive.
.833 My principal knows information is essential to the successful operation of the organization. .535

Connnection Power
My principal can either share or withold from subordinates information in order to achieve intended results.
. 695 .834 .742 My principal can control or manipulate behaviour. .885 My principal has consiousness-controlling Power as a broad range of influences that include storytelling, narratives, sense-making and other ways one can use to try and get people to change their opinions or refine their understanding. .771 My principal tries to gain favor or avoid disfavor of the powerful connection.
.  Vol.12, No.9, 2021 According to the Table 2, decreasing order of mean values for perceptions of teachers on their principals' use of Power on reward power, expert Power, coercive Power, legitimate Power, connection power, referent power and information power was 3.99, 3.96, 3.94, 3.79, 3.75, 3.67, and 3.38 respectively.
In order to compare the principals' use of Power and teachers' job satisfaction between rural and urban areas, the t-test for independent samples was used. The results are shown in table 3. .971 The table 3 shows descriptive statistics for the two school locations (Urban and rural) separately. And the independent samples test is also provided to compare the mean differences. It can be seen that urban schools were significantly different from rural schools on the principals' use of Power and teachers' job satisfaction. Inspection of the two group means indicates that the referent power, the reward power, the expert power, the information power, the connection power and the teachers' job satisfaction from urban schools are significantly higher than from rural schools. But the coercive Power and the legitimate Power are significantly lower in rural schools that in urban schools.  Table 4, mean value of teachers' job satisfaction shows that teachers have a high level of job satisfaction (3.83).

What is the relationships between the teachers' perception of the principal's use of power and their selfperceptions job satisfaction?
To examine the relationship between the teachers' perceptions of the principals' use of Power and their selfperceptions of job satisfaction, the Pearson-product moment coefficient was computed (See Table 5).
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 Table 5 shows that the correlation between principals' use of Power and teachers' job satisfaction perceived by the teachers was statistically significant because the 'sig' is less than 0.01. There is an association between principals use of Power and teachers' job satisfaction.

Summary of the Study
The purpose of this study was to explore principals' use of Power and teachers' job satisfaction. This study has discovered interesting relationship between principals' use of Power and teachers' job satisfaction. First, different bases of Power yielded by the principals relate to teachers' job satisfaction differently. Principals' use of reward power, referent power, expert Power, information power and connection power were found to be positively related to teachers' job satisfaction but coercive Power and legitimate Power were negatively related with theteachers' job satisfaction. Teachers' fear of punitive actions from their principals may prompt them to improve on performance but this may result in resentment towards their principals. Principals who apply connection power are more prone to increase teachers' job satisfaction while coercive Power is apt to work another way. Expert Power, referent power and information power are also becoming important as leadership is concerning collaboration and influence rather than command and control. Hopefully, these findings will provide some useful information for principals in schools as to the implications and consequences of the Power that they use when dealing with their teachers.

Discussion
Principals who are conscious about the bases of Power that they apply can help to make a significant behavioral change in their teachers towards them. A principal who is able to exemplify his or her skills to utilize the necessary power bases at the right time will be able to have teachers with higher compliance and job satisfaction.
Leaders can possess more than one type of power sources and he or she can use all these types of Power to enhance a high job satisfaction climate. It can be classified that some sources power (e.g., expert Power, referent power, connection power and reward power) come from their personality traits and abilities while other sources of Power (e.g., legitimate power. Coercive power and information power) come from their positions they are in. Yukl (1981) found that the leaders who are the most effective tend to apply person power thatn position power, but the application of this assertion to job satisfaction in the 21st-century workplace has not been tested.

Recommendation
Each of French and Raven's (1959) each source of Power can have benefit or barriers for leaders. It is suggested that which sources of Power, or combination of sources of Power can become the most effective for the leader to create and maintain a job satisfaction climate. The further researcher should also be investigated how the personality of the leader, characteristics of employees, and the underlying culture relate and affect the different power sources. While facing challenges in maintaining a job satisfaction climate, leadership commitment is important to accomplish the tasks. It is the ability of the leaders to address the societal problems with the effective use of Power Further research is much needed to search for a fuller understanding on how the perceived power bases of a principal influence teachers' response. From the data analysis, we could see some correlations between these bases of Power. A principal does not apply a single base of Power alone. There is a main power base that the principal uses and it is accompanied by secondary power bases. A principal may also use different bases of Power on different occasions or on different teachers. Further research to understand the relationship between the bases of Power will help us to further understand better. In this study, gender, age and service were regarded as they are part of the scope of the study. The differing personality traits of the teachers could result in the principals using a different base of Power for each variable or even multiple combinations of the different variables. Further studies could also look at incorporating these additional variables.