The aim of this study is to examine the views of teachers about their participation in school management. Phenomenology design, one of the qualitative research techniques, was used in this study. The study group consisted of 12 educators selected using convenience sampling method. Data were collected using a semi-structured interview form. The researcher conducted face-to-face interviews to obtain the data. The raw data collected from the interview form were methodologically processed for data analysis. The data were evaluated using content analysis. According to the findings of the study, two main themes were identified about teachers' participation in school management. The first theme reflects the participants' views that the active participation of teachers is necessary. Teachers' participation in school management was thought to be beneficial for a democratic administration and for increasing the quality of education. The second theme includes the views of those who adopted a negative or passive attitude. Some risks of teachers' participation and concerns about additional burden were expressed. Among the advantages and disadvantages of teachers' involvement in school management, increased teacher cooperation and communication were emphasized, while the decision-making process could be prolonged and different opinions could lead to groupings. In order to encourage teachers' participation, supportive practices for teachers and regulations about the functioning of the participation process were suggested.