This study aims to determine the relationship between bases of power used by school administrators and teachers’ organisational cynicism behaviours. Designed using the survey model, participants of this study are 302 teachers in the Menteşe district of Muğla province in Turkey within the 2013-2014 academic year. Data was collected using the Bases of Power Used by School Administrators Scale, and the Organisational Cynicism Scale. Data was analysed using descriptive statistics, t-test, ANOVA, and multiple regression analysis. The findings indicate that school administrators mostly use their power of expertise in management. Teachers develop a medium level of behavioural cynicism at school. No significant difference was found between cynicism dimensions in terms of gender. Nonetheless, there was found significant difference among teachers’ opinions regarding the reward dimension of the powerbases used by school administrators. Additionally, significant differences were determined both at power dimensions and at cynicism dimensions from the perspective of school type and seniority. Power resources used by school administrators explain approximately 11% of teachers’ cognitive cynicism variance. Analysis conducted to determine significance of regression coefficients showed that legitimate power of school administrator predicted cognitive cynicism scores of the teachers.

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