The reasons language education is preferred by teachers sent abroad for English language education by the general directorate of vocational and technical education

The aim of this study is to reveal the reasons teachers sent abroad for English language education by the General Directorate of Vocational and Technical Education prefer language education. In the study, descriptive research method, which is one of the quantitative research methods, and case study design, which is one of qualitative research methods, were used. In terms of the descriptive research method, the general survey model was chosen. The sample of the research consists of 68 workshop and laboratory teachers and 25 administrators who were sent abroad for language education in 2017 and 2018. "Questionnaire" and "Semi-Structured Interview Form" were used as data collection tools. The findings of the research are given below: 1- According to the teachers and administrators, the reasons why teachers prefer English language education abroad are as follows: it contributes to personal development the most, provides education opportunity abroad, gives holiday and travel opportunities, paves way for meeting people from different cultures, facilitates research in foreign literature, and contributes to students' personal development. The encouragement by the Ministry of National Education for education abroad provides not only career advancement opportunity but also ensures proper training of the citizenry as well as a guaranteed opportunity for institutional changes. 2- There is no significant difference in terms of gender, marital status, spouse's employment status, service period, monthly income, language exam score and assignment area of teachers' when it comes to reasons for preferring English language education abroad. 3- Participants from different age groups showed significant differences in terms of personal reasons. Accordingly, it is observed that the personal reasons of teachers belonging to the age group of 46 and over are statistically significantly higher than the teachers in the other age groups. 4- With respect to the responses of participants with different education levels regarding personal, professional and institutional reasons for choosing English language education abroad, reasons pertaining to profession recorded a significant statistical difference. Accordingly, the professional reasons by teachers with doctoral education level were found to be statistically and significantly higher than those of other education level. 5- Based on the participants' job at school, among the personal, professional and institutional reasons provided for choosing English language education abroad, only personal reasons recorded a significant difference. Accordingly, it was seen that there was a statistically significant difference for the personal reasons of the teachers working as laboratory chiefs compared to the teachers in the other position. 6- Based on the period of language education, among the personal, professional and institutional reasons provided for choosing English language education abroad, only personal reasons recorded a significant difference. Teachers who were trained from September 2017-December 2017 recorded a statistically significant difference in personal reasons compared to those trained in other periods.