[[abstract]]The main purpose of this study is to explore not only the principals how to use power bases, power tactics, power principles but also the effect of them. Besides, it will explore whether the schools' backgrounds will influence those of them or not. Then synthesize the findings and offer proposals for improving the general sitution of using power in senior high schools. In order to accomplish the purposes, this study has adopted the methods of historical document analysis as well as questionnaire. Firstly, with theory analysis, to explore the concepts concerned among power, authority, influence, control, then to analysis principals' power bases and power sources. Next, to reconstruct the power tactics presented in literature. Lastly, to summarize power use of relevant researches and principles. As for questionnaire, according to the result of exploring the historical document for survey and study, the reseaicher compile"Questionnaire for power use by principals" so as to understand the current situation of power bases and power tactics used by principals and the opinions from the school staff for this topic. Finally, the researcher offers substantial suggestions based upon the conclusions of this study. The objects of this study are principals and teachers of provincial high schools in Taiwan Province. 66 schools have been sampled and 790 copies of the questionnaire have been dispatched. The effective sampies actually acquired are 493 copies.The data of questionnaire have been proceeded for statistical with the SPSS for Windows 6.0 statistics packaging software. Sythesizing the findings of exploring historical document and of questionnaire, the conclusions have been reached as follows: 1.There are many tactics which principals can use, but senior high schools' principals use some positive tactics like reasoning more often. 2.There are seven power bases that senior high schools' principals can use , but they use connection power, expert power, referent power in order of frequency. 3.Different power tactics will lead to different effects, but both "Personality" and "Self-Presentation" posses the best effects. 4.Different power bases will result in different effects, but the effects of connection power, expert power and referent power are better than those of other power tactics. 5.The effective power tactics suit different kinds of school affairs. In other words, the effective power tactics will not change with different school affairs. 6.The leader in senior high school should use power in multiple ways. 7.Opinions on power tactics, power bases, power principles gathered form different senior high schools principals with different backgrounds make slight difference. 8.Opinions on power tactics, power bases, power principles gathered from staff and principals with different background make slight difference. According to the result of this study, the following proposals are to be offered: 1.Although principals should use power tactics and power bases in multiple ways, they also should use them based on expert power and referent power. 2.Although principals can use many power tactics, they should use positive tactics firstly. 3.To use coercive power as much less as possible. 4.Principals should obey power principies as more often as possible when they use powers. 5.To put emphasis on the function of communication to shorten the cognitive distance between principals and staff. 6.Enforcing professional training and cultivate morality to promote the effect of expert power and referent power. 7.To make the best use of contingent leadership, use different power tactics and power bases according to different contexts. 8.To improve public relationship and win the identifications of the members of community. 9.To encourage teachers participate administrative decisions and enhance understanding for each other. 10.To arrange power use curriculum in the process of principals and teachers cultivation or in-service training. 11.To combine with the ideas of school-based when principals use power.
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