Psychological and pedagogical peculiarities of teachers motivation on professional activity

Abstract

The article deals with the psychological and pedagogical features of teachers' motivation for professional activity. It hasd been investigated the hierarchical structure of the motivational sphere, identifies the main motives of the teacher. The it has been analyzed factors influencing on the formation of professional motivation. It has been determined conditions of successful professional self-realization.

 The following methods were used to conduct the empirical study: test «Motivation of professional activity» (method Zamfir K. in the modification of Rean A.), test «Diagnosis of the level of professional orientation» (Dubovytska T.), method «Satisfaction of the teacher with the chosen profession» (modification Reana A.).

It was found that the respondents who have recently started their professional activity are dominated by the motives of achieving social prestige and respect for others and satisfaction with the process and results of work. It has been established that teachers whose experience in teaching is 6-15 years, the most relevant are the motives for career growth and earnings. It was found that people with significant experience in teaching are dominated by such motives as: the possibility of fuller self-realization in this activity, money, desire for career growth, satisfaction with the process and the results of work.

After studying the level of professional orientation of teachers, it was found that it increases with experience from passive to creative, but teachers who have been working in the specialty for more than 16 years, the level of creativity is somewhat reduced. It was found that most of the teachers have an average level of satisfaction with professional activities, but there is an increase in accordance with experience. It has been proved that the formation and maintenance of positive internal motivation for professional activity is one of the main factors that increase the effectiveness of pedagogical interaction and create favorable conditions for self-realization of teachers in the professional sphere.