Abstract:

This qualitative study delves into the intricate dynamics of teachers' professional trajectories as they transition into the role of school principal. Focusing on the motivation to lead, the research seeks to unveil the aspirations that drive educators to take on the challenges and responsibilities of school leadership. In the study, in which the qualitative research approach was adopted, the data were collected from 10 school principals with a semi-structured interview form and analyzed by thematic analysis. Based on Chan and Drasgow's (2001) Leadership Motivation (LEM) Theory, the themes were analyzed as affective-identity MTL, social-normative MTL, and noncalculative LEM. Leadership spirit, like to lead, and self-confidence categories were remarkable with regard to the affective-identity MTL theme. Affective identity has an effect on the internal motivation of the leader. Sense of duty and responsibility, considering leadership a privilege, and experience categories were remarkable as regards the social-normative MTL theme. Individuals with high social normative motivation to lead had a high sense of social responsibility and desired to maintain a reputation that would support their leadership and decisions. As regards the Non-Calculative MTL theme, the remarkable categories were sacrifice, contribution to society, and volunteering. Individuals with higher Non-Calculative MTL wanted to add value to others by setting aside their own personal interests. With an aim to contribute to the introduction of qualified principals into the system, a series of recommendations were provided for scholars and policymakers, emphasizing the importance of motivation to lead in individuals, who wished to become school principals.

Keywords:

School principals, individuals who wish to become a school principal, motivation to lead.