Motivation professional growth of teachers in the conditions of the New Ukrainian School

Abstract

The actuality of the topic revealed in the article is caused by the growing demand for quality education and upbringing, updating the forms and methods of organizing the educational process in educational institutions and the importance in this context of professional development of teachers. After all, a modern school needs a motivated teacher who aims for self-expression and self-realization. The article highlights the peculiarities of the formation of teachers’ motivation for professional growth in the New Ukrainian School. The concepts of «motivation» and «professional motivation» are revealed. It is determined that professional motivation includes a combination of motivations and internal conditions, motivation alcharact eristics that determine, guide and regulate the process of improving professional competence and psychological readiness for innovation. The influence of internal and external motivation of a teacher on his desire to develop professional competence is analyzed. Particular attention is paid to the internal incentives of professional self-improvement. The content of the teacher’s professional growth is addressed.
The main motives of pedagogical activity are highlighted: ideals, professional interests, beliefs, social attitudes and professional values of the teacher. The conditions that promote motivation for professional growth of teachers in the conditions of changes and reforming of education are characterized. Diagnostic methods for determining their own mental state and motivational readiness of teachers to innovate (method «Teacher’s ability for self-development», a questionnaire for teachers «Determination of the level of teaching staff members readiness to innovate») are proposed. Based on the theoretical analysis of sources and literature, as well as the experience of training the teachers of the 1st grades of NUS, it is determined that the key roles in the professional reorientation of teachers are played by cognitive interest, intrinsic stimulus and desire to develop professionally significant qualities. Only on the basis of self-knowledge,  identification of their strengths and weaknesses, as well as by clear vision of the purpose of their activities the teacher acquires the motivation for professional growth.