MOTIVATING TEACHERS TO BECOME SCHOOL PRINCIPALS IN THE U.S.A. AND GERMANY

Effective school leaders significantly influence the performance of their schools. Unfortunately, in many developed countries, attracting qualified candidates to become school principals is becoming increasingly difficult. The purpose of this study was to identify factors that would motivate teachers to become principals in Germany and in the U.S.A. In addition to examining survey item means, survey responses of 141 German principals and 134 U.S.A. principals were analyzed using exploratory factor analysis. Applying Alderfer’s ERG Theory of Motivation, the findings suggested that addressing teachers’ concerns about supervision/support of staff, salary and benefits, and school culture may positively impact teachers’ motivation to become principals. Conclusions and implications of these findings were examined.