The purpose of this studyis to examine the relationship between the power sources used by school administrators and the level of political behavior of teachers, differences and dimensions in terms of various variables according to te-achers' perceptions. ‘’Organizational Power Scale in Schools‛and ‘’Political Beha-vior Scale‛were used as data collection tools in this research, which was created in the survey model. The study was conducted with 410 teachers using the stratified sampling method in primary, secondary and high schoolsin Kocaeli province Gebze district. The data were analyzed with the SPSS 21 program. According to the results of the research, it is seen that school administrators ‘’sometimes‛resort to coercive power source and ‘’mostly‛to legal, expertise, reward andcharismatic power sources. On the other hand, it has been observed that teachers exhibit ‘’par-tially‛political behaviors such as behaving compromising, acting hypocritically, trying to get into the eyes, trying to benefit from management and seeking mutual interest, and ‘’quite‛the political behavior of forming a coalition. It was concluded that both sources of power and political behavior differ significantly in terms of gender, type of school and years of service. In addition, a significant relationship was found between power sources and sub-dimensions of political behavior. While there is a ‘’medium‛and ‘’low‛level positive relationship between the legal and coercive power source of power supplies and political behavior; A negative relati-onship was found at ‘’medium‛and ‘’low‛level with expertise, reward and cha-rismatic power sources.