Preschool Principals’ Motivation Factors and Job Retention

Based on interviews with eight preschool principals describing their roles and working conditions, this study analyzes factors contributing to principals' retention using Herzberg's motivation theory. High turnover rates among principals are identified in current studies and reports as problematic, with implications for school development and systematic quality work. Evidence suggests that the role of principals has changed drastically due to the implementation of the New Public Management model, leading to increased administration and monitoring, reduced autonomy, and resulting in experiences of stress and a lack of meaningfulness at work.The study focuses on factors influencing preschool principals to remain in their roles. The analysis identifies the presence of Herzberg's motivational factors in the principals' descriptions, including responsibility, recognition, achievement, personal development and learning, advancement/promotion, and psychological growth. Regarding hygiene factors, relational aspects, administration and policy, work environment, workload, working conditions, and monitoring and control were highlighted in the descriptions.The study reveals that principals who have remained in their positions describe their organizations in terms of stability, dialogue, and continuity. The approach and actions of governing authorities are described using Herzberg's concept of vertical job enrichment, leading to experiences such as personal development and recognition of achievements. The valuation of motivational factors is individual, and the study provides several examples where various hygiene factors can act as compensatory measures, with relational aspects emerging as the most prominent factor emphasized by all respondents.