Özet:

Being a teacher, a school manager, is based on certain internal and external reasons. Knowing these reasons, that is, trying to understand what their motivations are, can make us aware of the point we want to reach in a way. That is, the effectiveness and managerial success of a teacher coming to the school management is closely related to the level of motivation. Because the factors that trigger our emotions and drive us into action influence our performance towards the goal we want to. That is, a teacher who starts school management with the influence of non-internal, more external incentives can be expected to have a low job motivation, performance, commitment. This study, which aims to determine the reasons why teachers prefer school management according to the opinions of school managers, used the basic quality research method. The research work group consists of twenty-seven high school directors working in the Düzce district center in the 2020-2021 educational year. The maximum diversity is determined by the sample method, which is one of the sampling methods for the purpose of the work group. For this purpose, contact was established with the directors of 23 schools randomly selected from the list of schools in the centre of the district. 16 of the participants are directors, 11 of them are assistant directors. Due to the pandemic that affected the whole world, the school directors were reached by telephone and their opinions were received by mail. Imaginary analysis techniques are used in the analysis of data. The research resulted in two subthemes related to the reasons teachers prefer to school management, both organizational and personal. In the subject of organizational reasons, the proposal/insistance of the Primary National Education Directorate, the insistance/insistance of the school director, the obligation (with compulsion), the encouragement/insistance of the colleagues, the negative attitudes of the school management are motivating to be the director, the school management’s favourable/disruptive behavior and the manager’s violent application codes are highlighted. Most of these causes are external motivating factors. However, the point of view that the influence of external motivators is temporary is that it is more effective to act with internal motivating impulses, which is widely expressed in literature. Therefore, the school management preferences of teachers should be taken into account in the selection and appointment phase. Choosing teachers who dream of becoming managers can bring more positive results from the point of view of school management and processes. In order to meet the memories of the top units, the norm should be preceded to be a candidate to the board of directors that is empty in the school in order not to stay out of staff and not to leave the school. More determined and more inner motivated candidates should be subjected to elimination methods.

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