Power Lesson 8

Introduction

Power is a fundamental concept in social, political, and organizational contexts,

influencing relationships, decision-making, and societal structures. At its core,
power refers to the capacity of an individual or group to influence the actions,
beliefs, or behaviors of others. This influence can be exercised through various
means, such as authority, persuasion, coercion, or expertise. The study of power
spans multiple disciplines, including sociology, political science, psychology,
management and education with each offering unique perspectives on its nature
and application.

Historically, thinkers like Max Weber, Robert Dahl, and Michel Foucault have
shaped our understanding of power, exploring how it operates in different
environments. Power is not inherently good or bad; its impact depends on how it is
wielded. In organizations, power dynamics influence leadership effectiveness,
employee relations, and decision-making processes. Similarly, in societal
structures, power determines governance, social order, and individual freedoms.

Understanding power is essential for navigating relationships, resolving conflicts,

and fostering effective leadership in our respective schools. By examining its
sources and implications, we can better appreciate the role power plays in shaping
human interactions and societal progress and how we can better manage our
schools.

Definitions of Power

1. Max Weber (1947)

"Power is the probability that one actor within a social relationship will be
in a position to carry out his own will despite resistance."
o This definition emphasizes the ability to influence others and
overcome opposition within social contexts.
2. Robert A. Dahl (1957)
"A has power over B to the extent that he can get B to do something that B
would not otherwise do."
o Dahl’s definition highlights power as a relational concept where one
party influences another’s actions.
 3. John R. P. French and Bertram Raven (1959)
"Power is the potential to influence others and control resources based on
the possession of certain bases of power such as legitimate, reward,
coercive, expert, and referent power."
o This definition categorizes power into different types based on the sources from
which it derives, providing a comprehensive view of how power operates in
various contexts.
o

SOURCES AND TYPES OF POWER FOR ADAMINISTRATORS

Difference between sources of power and types of power. The concepts of sources
of power and types of power are distinct but interrelated in understanding how
influence is exercised within social and organizational contexts.

Sources of power refer to the origins or foundations from which power is derived.
They explain where power comes from and why an individual or group holds
influence. Common sources include positional authority (power from a formal
role, like a manager), expertise (specialized knowledge or skills), relationships
(networks and alliances), and resources (control over valuable assets such as
information or finances). These sources provide legitimacy or the means to exert
power.

In contrast, types of power describe the ways power is exercised or manifested in

interactions. The most well-known framework by French and Raven (1959)
identifies five types:

1. Legitimate Power (based on authority from a role).

2. Reward Power (based on the ability to give benefits).
3. Coercive Power (based on the ability to impose sanctions).
4. Expert Power (based on knowledge or skills).
5. Referent Power (based on personal charisma or relationships).

In summary, while sources of power explain its origins, types of power describe
how that power is applied in various situations.

According to social psychologists John R. P. French and Bertram Raven, there are
actually six types of power that effective administrators can use to help them guide
their teams. Understanding what they are and how you can acquire more of each
will make you a better administrator quickly. The first three are all related to the
administrators’ official position.
Positional Power Sources

1. Legitimate Power is how the leader got into the position in the first place –
whether by election, appointment, hiring, or volunteering. Often the position is
accompanied by a formal office or title, a special patch, uniform insignia, or
similar overt symbol of authority. The organization has recognized you as the
legitimate holder of a leadership position, and with it come formal authorities and
responsibilities.

2. Reward Power is the ability to give something of value to someone in

exchange for compliance. Most often, people associate this with money or
resources that the organization controls through the leader – the reward might be
something like a raise, more vacation days, or a holiday bonus. And while money
can be a great short-term incentive, there are actually much more powerful ways to
reward than straight up cash. Recently, I came up with Eight Ways to Reward
Without a lot of Cash.

3. Coercive Power is the ability to force compliance, and to punish. Your

legitimate position of power may include the authority to fire someone, demote
them, deny privileges, or give them low marks on their annual evaluation. Be
careful with this one, though. Heavy reliance on Coercive Power is a symptom of
poor leadership and a toxic working environment that will ultimately make your
team weaker instead of stronger. That’s why we chuckle when we hear the saying,
“The beatings will continue until morale improves.” Coercive power is best used
sparingly, and targeted largely at ensuring minimum acceptable standards of
behavior. It’s not a good way to motivate people to excel. Learn about Nine Ways
to Keep Coercive Power from Backfiring.

Personal Power Sources

The combination of Legitimate, Reward, and Coercive powers makes a potent

mixture for someone in an official position of leadership, but it’s not where I think
the bulk of the real power comes from. There are three more power sources that
come from the individual, regardless of position – these are Personal Power
sources, which means you can improve upon any of them right now, whether or
not you are in an official position of leadership.
4. Expert Power is based on knowledge, special skills, or experience. Often this
expertise is formally recognized in some way, such as a medical license, or passing
the bar exam as a lawyer. But you don’t always need a certificate. When you
know more about something than everyone else, you just became the expert. This
includes experience in doing something. Wind turbines, a source of electrical
power, similar to the several power sources of leadership. In this sense, expert
power is one that you can very quickly improve upon. Hitting the books, talking
with experts outside your group, or getting experience on your own somehow are
all good approaches.

5. Information Power is what you have if you possess knowledge that others
need or want. This power is related to your ability to get access to information, and
doesn’t require expertise. It could be knowing when the next meeting is, or
knowing the impact of budget cuts at headquarters, or how new trends will impact
your business. Information power is time-sensitive – it can become obsolete
quickly. The power of the information is also gone the moment you give it away,
so a key with this power source is to have continuous access to new, useful
information that others don’t have.

6. Referent Power is the ability of the leader to influence people because of their
attraction to and respect for him. People use him as a “frame of reference” and
want to be like him. Someone who is well-liked, charismatic, and has good people
skills can be very attractive to work with. But this personal appeal has to be
coupled with integrity and depth of character to be effective over the long term. A
charismatic person who turns out to be a pathological liar will quickly lose the
support of his team. A person of great character who has difficulty developing
relationships with others will also find it hard to lead effectively. It is the
combination of the two aspects – charisma and character – that will make you
particularly influential. Of all the sources of power, I believe referent power is the
most critical, because at its core are the ideas of trust and personal appeal. This is
not to say that you should immediately engage in a popularity contest; it’s more
about establishing genuine relationships with other people. When you trust and
invest in others, they will do the same with you. .
 Implications of Sources of Power to a Secondary School Principal in
Cameroon

Power is essential for effective leadership and governance in schools. A principal's

ability to influence staff, students, parents, and external stakeholders largely
depends on the sources of their power. Understanding these sources is crucial in
navigating the diverse challenges of managing a secondary school, particularly in a
complex sociocultural and economic context like Cameroon. Below are 10 key
points explaining the implications of various sources of power for a secondary
school principal in Cameroon.

1. Legitimate Power Enhances Authority and Structure

Legitimate power is derived from the formal position of authority a principal

holds. In Cameroon, where schools often operate within a hierarchical structure, a
principal’s authority is recognized by staff, students, and the community. This
power enables the principal to establish rules, enforce discipline, and implement
school policies. For example, a principal may enforce punctuality among teachers
and students by instituting clear regulations and consequences for tardiness. This
authoritative power helps maintain order and ensures that the school functions
smoothly.

However, over-reliance on legitimate power without fostering relationships or

engaging stakeholders can lead to resistance. Therefore, principals must balance
their formal authority with other leadership skills to gain lasting respect.

2. Expert Power Builds Credibility and Trust

Expert power stems from the principal's knowledge, skills, and expertise in
education and leadership. In Cameroon, where educational standards and student
performance are pressing concerns, a principal with a solid background in
pedagogy, curriculum development, and school management gains the respect of
staff, students, and parents. For example, a principal who introduces innovative
teaching methods to improve exam performance demonstrates expertise,
encouraging teachers to adopt these methods.
Expert power helps the principal lead by example, inspiring confidence and
fostering professional development. Conversely, a lack of expertise can undermine
their credibility, leading to diminished authority and ineffective leadership.

3. Referent Power Fosters Positive Relationships and Influence

Referent power is based on the principal's personal qualities, such as charisma,

integrity, and empathy, which inspire others to follow them. In Cameroon, where
communal values and respect for leadership are deeply embedded, a principal who
builds strong, positive relationships with teachers, students, and parents can foster
a supportive and cohesive school environment.

For example, a principal who actively participates in school events, listens to

concerns, and engages with the community gains admiration and loyalty. This
goodwill can be leveraged to implement changes or resolve conflicts more
effectively, as people are more willing to cooperate with someone they respect and
trust.

4. Reward Power Motivates Performance and Encourages Excellence

Reward power is the ability to provide incentives, such as recognition,

promotions, or tangible rewards, to motivate staff and students. In secondary
schools in Cameroon, where limited resources and morale issues can affect
performance, reward power can be a valuable tool for boosting motivation.

For instance, a principal who acknowledges outstanding teachers with certificates

of appreciation or rewards high-achieving students with scholarships fosters a
culture of excellence. This approach encourages others to strive for better
performance, enhancing overall school productivity and morale.

However, principals must ensure that rewards are distributed fairly and
transparently to avoid favoritism or resentment among staff and students.
5. Coercive Power Requires Cautious and Ethical Use

Coercive power involves the ability to enforce rules through sanctions or

disciplinary measures. While necessary to maintain discipline, its misuse can lead
to fear, resentment, and a toxic school environment. In Cameroon, where societal
respect for authority is high, principals have significant leverage to enforce
discipline, but this power must be exercised judiciously.

For example, a principal may impose disciplinary action on students involved in

bullying to maintain a safe learning environment. However, excessive or unfair
punishment can create hostility and reduce cooperation. Therefore, principals
should use coercive power as a last resort, complementing it with counseling and
restorative practices.

6. Control over Resources Influences Decision-Making and Prioritization

A principal’s control over financial and material resources gives them

significant influence in decision-making and priority setting. In Cameroon, where
schools often face resource constraints, how a principal allocates resources can
impact school operations and staff morale.

For example, a principal who prioritizes purchasing modern teaching materials or

improving school infrastructure demonstrates a commitment to quality education,
boosting staff and student morale. Conversely, poor resource management can lead
to dissatisfaction and decreased school performance.

Transparent and strategic resource allocation enhances trust and ensures that
resources are used effectively to support educational goals.

7. Networking Power Strengthens Collaboration and Resource Sharing

Networking power comes from the principal’s connections with external

stakeholders, such as educational authorities, NGOs, and community leaders. In
Cameroon, where external partnerships often provide critical support to schools, a
principal’s networking ability can open doors to additional resources, training
opportunities, and community involvement.

For instance, a principal who establishes partnerships with local businesses may
secure internships for students or sponsorships for school projects. These
relationships enhance the school’s capacity to offer practical, real-world learning
experiences, thereby improving student outcomes and community relations.

Effective networking also helps the principal stay informed about policy changes
and best practices, keeping the school competitive and well-resourced.

8. Information Power Shapes Strategic Planning and Transparency

Information power is the ability to control and disseminate information. In a

school setting, access to information on student performance, teacher effectiveness,
and policy updates empowers the principal to make informed decisions. In
Cameroon, where communication between schools and stakeholders is critical, a
principal’s ability to share relevant information can enhance transparency and trust.

For example, regularly updating staff and parents on school performance and
future plans fosters a sense of inclusion and accountability. By managing
information flow effectively, the principal can mitigate misunderstandings and
build a culture of openness.

9. Influence from External Stakeholders Requires Diplomatic Leadership

External stakeholders, including government officials, parents, and community

leaders, wield significant influence over school policies and practices. In
Cameroon, where education is a community concern, principals must navigate
these relationships carefully to maintain school autonomy while respecting
stakeholder input.

For example, involving parents in school governance through Parent-Teacher

Associations (PTAs) fosters a collaborative environment. However, balancing
stakeholder demands with educational objectives requires diplomatic leadership to
ensure that decisions benefit the entire school community without compromising
the principal’s vision.

10. Cultural Sensitivity Enhances Leadership Effectiveness

Understanding and respecting cultural norms is essential for principals in

Cameroon, where cultural diversity and traditional values influence school
dynamics. Principals who demonstrate cultural sensitivity in their leadership
approach are more likely to gain the respect and cooperation of staff, students, and
the broader community.

For instance, incorporating local customs in school events or recognizing

traditional leaders during ceremonies strengthens community ties and fosters a
supportive school environment. This sensitivity helps the principal navigate
cultural nuances, ensuring that their leadership style resonates with the school
community.

Conclusion

The sources of power available to a secondary school principal in Cameroon

significantly influence their ability to lead effectively. By understanding and
strategically leveraging these sources and types—whether through formal
authority, expertise, relationships, or resource management—principals can foster
a positive, motivated, and collaborative school environment. Balancing these
sources ethically and transparently ensures that power is used to benefit the entire
school community, ultimately contributing to better educational outcomes and
stronger school governance.