The Five Sources of Power

In 1959, social psychologists John French and Bertram Raven identified five sources of power. The framework has been the standard reference for over six decades. A school head who understands the five sources can see where her own power comes from, where it is weak, and how to develop it.

The two categories

French and Raven grouped their five sources into two categories: organisational power (legitimate, reward, coercive) and personal power (expert, referent).

The distinction matters. Organisational power comes with the position and can be taken away by the organisation. Personal power belongs to the individual and travels with her wherever she goes.

A school head has organisational power from her first day. She has personal power only to the extent she builds it.

Legitimate power

Legitimate power comes from holding a position of power in the organisation, such as being the principal or a key member of the leadership team. When someone rises into power, subordinates must believe she deserves it; otherwise the move backfires.

Legitimate power is the formal authority that comes with the role. The principal has legitimate power over the staff because she is the principal. The deputy has legitimate power within her scope. Each layer of the hierarchy carries legitimate power.

Legitimate power is easy to use and easy to overuse. A principal who relies primarily on “because I am the principal” gets compliance but not commitment. Her staff does what she says but does not invest in it.

It is important that subordinates believe the leader deserves the position. A new principal who is seen as undeserving will have her legitimate power challenged from day one. Position alone does not produce influence; the followers must accept the position too.

Reward power

Reward power shows up when a leader rewards people for compliance with her wishes. The rewards can be bonuses, raises, a promotion, or extra time off from work.

Reward power is the ability to give people things they want. Money. Promotion. Recognition. Time off. Favourable assignments.

In a school, the principal controls many rewards:

1. Salary increases and bonuses. Within budget constraints.
2. Promotion to senior roles. Coordinator, head of department, deputy head.
3. Recognition. Public praise, awards, profile in school communications.
4. Favourable assignments. Better timetable, better section, project lead roles.
5. Resources. Better classroom, more equipment, more support.

Reward power is effective but limited. It produces what the rewards motivate. A teacher rewarded for high test scores produces high test scores; she may not produce other things the school values.

Coercive power

Coercive power is acquired through threats. It runs on the fear of losing a job, being demoted, or receiving a poor performance review. It is unlikely to win respect and loyalty for long.

Coercive power is the ability to punish. Threatening dismissal, demotion, public criticism, exclusion from desirable assignments.

Coercive power exists in every school. A principal can fire, demote, write a poor appraisal, exclude. The question is how she uses these capabilities.

This approach has a cost: coercive power is unlikely to win respect and loyalty from employees for long.

Coercive power produces compliance but not commitment. It produces fear but not loyalty. Used regularly, it damages the relationships that make a school work.

This does not mean coercive power should never be used. A staff member who repeatedly fails her duties despite coaching may need to be let go. The school must protect students and other staff. But coercive power should be the last resort, not the first.

A school head who relies on coercion is usually a school head who has not built other kinds of power.

Expert power

Expert power comes from one’s experiences, skills, and knowledge. With deeper knowledge in a particular area, a person becomes a thought leader in that area and gathers expert power that helps her get others to help her.

Expert power is the influence that comes from knowing something well. A senior mathematics teacher has expert power in mathematics. A reading specialist has expert power in literacy. A long-time principal has expert power in school operations.

Expert power is portable. It belongs to the person, not the position. A teacher with deep expertise carries her expert power to her next school.

Building expert power:

1. Deep knowledge in your area. Reading, study, professional development.
2. Visible application. Demonstrating expertise in actual work, not just credentials.
3. Generous sharing. Helping colleagues without expecting payment.
4. Continued learning. Expertise that has stopped growing soon becomes outdated.

A school head with strong expert power is consulted because she knows. A school head without expert power is consulted because she has the title.

Referent power

Referent power comes from being trusted and respected. A person gains referent power when others trust what she does and respect how she handles situations. It is held by people with charisma, integrity, and other positive qualities, and is the most valuable type.

Referent power is the influence that comes from who the person is. People follow her because they trust her, respect her, want to be like her.

Referent power is the most valuable type. It is not necessary to hold position to have power; most respect is given to those with personal power. When workers link a leader’s power to expert or referent sources, they are more engaged and more devoted to the organisation and their role within it.

Referent power is the deepest. It produces willing followers, not compliant ones. It survives organisational change, departure, and adversity.

Building referent power:

1. Integrity. Doing what you say. Holding ethical standards even when costly.
2. Care for people. Genuine attention to each person.
3. Modelling. Being the kind of person you want others to be.
4. Trust building over time. Small consistent acts of honesty and reliability.

Referent power cannot be acquired quickly. It is the long-term residue of how the person has lived.

Why personal power matters more

Research finds that personal sources of power are more strongly related to employees’ job satisfaction, organisational commitment, and job performance than organisational sources.

Personal power produces better outcomes than organisational power. A leader who relies on expert and referent power produces more engaged staff than one who relies on legitimate, reward, and coercive power.

This is a strong finding with implications for how a school head should invest her own development.

1. Build expertise. Keep learning. Stay current with research, practice, and trends.
2. Build integrity. Hold your standards. Be the person you want your staff to be.
3. Build trust over time. Small acts compound.

A school head who invests in these is building durable power. A school head who relies on her title is building nothing.

Power in combination

A useful caution closes the discussion: the various sources of power should not be viewed as completely separate. Leaders use them together in varying combinations depending on the situation.

A real school head uses several sources in any given situation. She might use legitimate power to call a meeting, expert power to argue for a specific approach, referent power to bring along the doubters, and reward power to recognise the staff who help. All in one situation.

The skill is using each source appropriately, not relying on any one.

Flashcard

What are the five sources of power identified by French and Raven?

Tap to reveal

Answer

Legitimate, Reward, Coercive, Expert, Referent.

The first three are organisational (come with the position). The last two are personal (belong to the individual).

Flashcard

Which sources of power are most strongly linked to satisfaction and commitment?

Tap to reveal

Answer

Personal power: Expert and Referent.

Research finds that power coming from a person’s knowledge (expert) and the trust she inspires (referent) leads to better outcomes than power from a title alone.