The article continues a series of works devoted to the study of the transition of the performers to management and aimed at studying the relationship of teachers’ psychological readiness for the transition to management and their job satisfaction. In the empirical study, involving 92 teachers and 81 workers of preschool education, it is shown that dissatisfaction with work does not directly form readiness for management activity. The relationship between these variables is mediated by willingness to change the activities. The role of job satisfaction in the transition of the performer to management work is ambiguous. On the one hand, the general dissatisfaction can lead teachers to the emergence of readiness to changing the activities, and the latter, in turn, to the emergence of readiness to switch to management. On the other hand, the emergence of willingness to become a leader may appear with the general satisfaction of work, due to the dissatisfaction of those needs that are not related to pedagogical work: career and power.