Teachers of English learners: perceived motivators to becoming principals of high-needs schools

Purpose The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers emergent bilingual (EB) students seek a master's in educational administration with focus on bilingual/English as second language (ESL). Design/methodology/approach To address the objectives, authors used qualitative phenomenological design. conducted online interviews EBs. self-determination theory theoretical framework. Findings Primarily, EBs were intrinsically motivated principalship. identified additional motivators not found previous literature which heretofore based general education teachers' responses. Those were, gain advice from mentors, promote cultural awareness, commit campus-wide impact, increase awareness importance bilingual/ESL programs, foster relationship school community. Practical implications Identifying for who desire move into principal position may aid faculty university preparation programs administrators districts support mentor these better serve leaders high need schools. Originality/value There is little known about influence their decisions change career paths become principals.