The reasons of school head to return to teaching by leaving from management: A qualitative research

In order to examine the reasons for school vice principals to leave the principalship and return to teaching, they must first examine and include the concepts of vice principal and teaching. The duties, responsibilities, job descriptions, powers and deficiencies of the assistant principal position in organizations, as well as the authorities and deficiencies of the teaching profession have been examined and given to their departments. For this purpose, it is to qualitatively examine and understand the reasons for the vice principals to leave the administration and return to teaching. In line with this purpose, it is aimed to determine the reasons for the vice principals to leave the administration, to understand how they carry out the return based on these reasons, and to use this use on the motivations of the vice principals, minister, expectation and many other factors. The research was conducted with a case study, which is a qualitative research method. While determining the study group, criterion sampling method, one of the purposive sampling methods, was used. Within the scope of the research, 20 teachers who worked as teachers in public schools in the Salihli district of Manisa province, but who worked as assistant principals and used in various districts, were interviewed. During the interview with the participants, audio recordings were taken and the recordings were transcribed. All stages of the study were presented according to the criteria of consistency, credibility, transferability and confirmability, which are validity and reliability criteria. The reasons for transitioning to teaching were examined and the study was grouped under four main themes. These themes are; The reasons for the teachers' reasons for choosing school management, the opinions of the assistant principals about the reasons for leaving the administration, their views on the advantages and disadvantages of returning to teaching, and their views on the solutions to the problems encountered after returning to teaching. As a result of the research, the teachers stated that they chose the assistant principal for different reasons. Among these reasons, leadership with personal characteristics and having a strong communication ability, ease of relocation, not wanting to attend classes, prestige from career goals, desire to rise in duty and playing an active role in problems at school, contributing to the quality of education and finding solutions to problems in school were determined. . In the findings regarding the reasons for leaving the assistant school principalship and returning to teaching; It has been seen that among individual reasons, not being able to spare time for himself and his family, bringing work home, coming to the center, wanting to work more actively with the students and more workload than the reasons for the school, the negative effect of the principals, selfless teammates and working conditions have been found to be effective in the reasons for returning to teaching. As a result of the research, it was determined that the advantages of returning to teaching are relaxation, spending more time with their families and themselves, experiencing the pleasure of success one-on-one with the students as a teacher, and coming to a school close to their home as a result of returning to teaching by leaving the deputy principals of the school. It was determined that many teachers did not experience any disadvantages after returning to teaching, but some teachers thought that they felt inadequate and lost prestige by experiencing adaptation problems. After abdicationing from the vice principal and returning to teaching, taking vocational in-service training, examining the source book and making preliminary preparations for the course are the views on solutions to overcome the problems encountered. For the first time, suggestions have been put forward to get the opinions of the deputy principals who will be the administrators on the regulation, to clearly define the job descriptions of the deputy principals by the regulation, and to provide adaptation training to the teachers after the abdication. KEY WORDS: Competence, Management, School Deputy Principals, Teaching.