Determining the factors that encourage and inhibit teachers' preference for school administration

The aim of this study is to determine the factors that encourage and inhibit teachers working in secondary education institutions from pursuing school administration roles. In line with this purpose, it was examined how teachers evaluated the individual and professional factors that encourage and hinder the choice of becoming a school principal, as well as the factors related to the school, school management, school stakeholders, school administration and education policies. After determining the factors affecting teachers' school administration preferences, it was investigated whether there was a consensus among them regarding these factors and what were the prominent elements in their thoughts about the factors affecting school administration preferences. An exploratory sequential mixed- hods design was used in the study. The qualitative phase, which constituted the first stage of the research, was conducted within a phenomenological design. In the qualitative phase of research, semi-structured interviews were carried out to understand the conceptual framework shaping teachers' preferences for school administration based on their experiences. In line with the findings obtained from the qualitative data collected in the first stage, the second stage of the research was started and at this stage, a completely mixed approach was adopted and the Q method was applied. The study group for both the qualitative and mixed phases consisted of teachers working in secondary education institutions in Kadirli district of Osmaniye province during the 2023–2024 academic year. Teachers in both the qualitative and mixed study groups were selected through maximum variation sampling in terms of the types of schools they work in. In the qualitative phase, semi-structured interviews were conducted with 20 teachers. The data obtained from the interviews were analyzed through content analysis. Deductive and inductive approaches were used together in content analysis. The study group of the mixed dimension of the research included 58 secondary school teachers. In this phase, a form containing the Q method items and the Q grid prepared based on the qualitative findings obtained from the interviews was applied to the teachers for the Q method application. The data collected with the Q method were transferred to the PQMethod program and first the principal component analysis was applied and then the rotation process was applied with Varimax rotation. It was determined that the teachers in the study did not have a common tendency towards school administration. According to the findings of the study, teachers shape their administrative preferences by evaluating their personality traits and skills in terms of their suitability for the administrative role. If teachers were appointed to administrative positions, they prioritize diversifying extracurricular activities, strengthening the physical infrastructure of the school, and expanding school-based professional development activities as practices aimed at improving the quality of education. A significant number of teachers reported that their professional commitment and classroom roles influenced their reluctance to pursue school administration. Teachers working in schools with successful student populations and qualified teaching staff have a more positive attitude towards taking on administrative roles. The nepotistic attitudes, lack of objectivity and inadequate communication skills that teachers observe in their current administrators negatively affect their motivation to become administrators. On the other hand, administrators who exhibit intrusive behaviors and have an overly critical and problem-oriented approach cause teachers to distance themselves from the role of administrator. The findings of the research indicate that an effective, ethical, and participatory school administration approach encourages teachers to become school administrators. Teachers find school administrators' responsibilities related to improving the quality of education more attractive in terms of motivation for pursuing school administration roles, rather than their administrative duties and responsibilities. However, working conditions of school administrators, such as long working hours and the obligation to be at school on official holidays and during summer vacation, reduce the attractiveness of administration in the eyes of teachers. According to the findings of the study, the need to improve the school principal selection and appointment process and the lack of positioning school administration as a professional occupation discourage teachers from becoming administrators. School administrators are expected to have a broad scope of authority along with a sense of accountability. However, in practice, the perceived mismatch between the breadth of authority and administrative goals discourages teachers from taking on administrative roles. On the other hand, constantly changing education policies and the lack of alignment between central decisions and local conditions cause teachers to hesitate in making decisions about transitioning into administrative roles. It was found that teachers' views on the factors influencing their preferences for school administration varied greatly. Although there was a general divergence in teachers' views, it can be said that teachers working in the same type of school showed some similarity in their opinions. There was a notable divergence among teachers' views on the impact of teachers' working style on school administration preferences. While a disciplined working style and an innovative perspective motivated some teachers to pursue administration, for others, these characteristics led them to avoid it. It is also noteworthy that teachers, in general, do not agree with positive suggestions regarding educational policies that affect their school administration choices. The results of the study were discussed within the scope of practices that could make school administration a more preferable career area for teachers, and recommendations were developed accordingly.