The study aims to determine perceptions of teachers about power sources used frequently by educational supervisors. The target population of this study consists of teachers employed at the state primary and secondary schools in Duzce. The sample of this research is composed of 326 teachers who work at public primary and high schools at the city centre and districts of Duzce. In this research, stratified sampling method has been used. Data is obtained by “Power Sources Scale Used in The Supervision of Teacher” developed by Aslanargun, Kılıç ve Eriş (2011). The scale is formed with 26 items and 5 factors and its The Cronbach alpha reliability coefficient is 0.92. The study results indicated that coercive power is the most commonly used power source and it is followed by legitimate power expert power individual and technical power. It is seen that facilitative power is the least preferred power source used by supervisors. Both at the individual and technical power differed significantly in terms of women teachers and men teachers and at the expert power differed significantly in terms of men teachers and women teachers. Only at the dimension of facilitative power is differed significantly in terms of the educational level of teachers. According to the Post Hoc analyses at the facilitative power dimension, the average of teachers who has a post graduate is higher than the average of teachers who has an associate degree or undergraduate degree. It is differed at the dimension of coercive power and legitimate power in terms of tenure. While at the dimension of legal power, the average of teachers whose tenure is between 1 – 5 years is higher than the average of teachers whose tenure is between 6 – 10 years at the dimension of coercive power the average of teachers whose tenure is 26 years and over is bigger than the average of teachers whose tenure is between 16 – 20 years It can be said that there isn’t significant differences between power sources used frequently by supervisors and teachers’ ages and field of study.