The aim of this paper is to ascertain what kind of factors demotivate elementary school principals by employing the qualitative phenomenological approach. Twenty primary school principals from private and public schools in Ankara participated in semi-structured interviews. The data were analyzed using thematic analysis. The findings categorize demotivating factors into six themes: social, educational, personal, economic, managerial, and organizational. The study calls for systemic reforms to enhance principals’ motivation, such as implementing merit-based practices, increasing financial and material support, and fostering societal respect for educational leaders. These findings offer valuable insights for policymakers and educational administrators aiming to strengthen school leadership and improve overall educational outcomes.
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