The society has many expectations from schools. The most important of all, maybe, is that the education and training services produced at school should be in such a quality. The fact that the abovementioned desired expectations can be produced is directly related to the characteristics of teachers. If teachers can make more commitments from their special times, act willingly to take responsibility and prioritize inner peace, the level of meeting the expectations of the produced services can rise. The aim of this study is to reveal the reasons why teachers sacrifice from their special time less, and why they undertake less responsibility and why they think of inner peace less; and what possible solution suggestions related to these problems may be. The study was conducted using phenomenology, one of the qualitative research patterns. The data of the study were collected by means of semi-structured interview form. The data collected were exposed to content analysis. The results revealed at the end of the study can be outlined as follows: It was concluded that there were reasons why teachers in general want to undertake fewer responsibilities, why they sacrifice their special time less and why their inner peace is less; and that there appeared reasons stemming from themselves, their directors, school climate and culture, education system and social perspective; and suggestions were made to them, directors, school culture and climate and education system that they should undertake more responsibilities, and make more sacrifice of their special times and think inner peace more.