The Reasons of Teachers to Leave the School Management Voluntarily and their Emotions based on these Reasons: A Phenomenological Study

Abstract

This study aims to investigate the reasons for teachers to voluntarily leave school management and which emotional states these reasons may cause. This research, designed in the descriptive phenomenological method, was conducted in Duzce in the 2018-2019 academic year with the participation of 13 teachers. The data collected through semi-structured questions were subjected to content analysis. At the end of this study, the reasons for teachers who left school management conflicted with upper and lower management, excessive workload, prejudices based on social identity perception, discrimination and favoritism, teacher, student and parent factor, the influence of family (spouse) and child, not receiving support from upper management and not being valued, financial difficulties and less authority-more responsibility. The findings showed that the emotional states caused by these reasons were unhappiness and anxiety, feeling of depression, failure and inadequacy, mental fatigue and depersonalization, anxiety, dilemma, stress, feeling worthless, anxiety, hurt and reluctance/apathy. At the end of this research, suggestions were made for the solution of the problems faced by the school principals and the negative emotional situations.