Characteristic features of the implementation of the motivational function of management by the head of an educational institution in modern conditions

Abstract

The article is devoted to analyzing the process of managing teachers’ motivation by the head of an educational institution in modern conditions of social instability and high psycho-emotional stress. The conclusions of the theories of motivation development (A. Maslow, S. Alderfer, F. Herzberg, D. McClelland, V. Vroom, L. Porter, E. Lawler, D. McGregor, W. Ouchi) are presented, which explain employee motivation from a review of behavioral and content-based approaches. The essence of internal and external motivation in teachers' professional activity is analyzed. The greater efficiency of internal in comparison with external is indicated. The reasons for internal motivation, in particular, may include personal orientation on achieving success, professional self-affirmation and self-realization, constant self-improvement, and growth in accordance with the requirements of the modern professional environment. A connection has been established between teachers' perception of the elements of a safe and favorable school climate and their motivation and self-esteem, the dependence of motivation on the quality of teamwork practiced at school, on the degree of professional freedom and autonomy, on the degree of feeling of professional effectiveness of teachers, as well as on the style of management activity of the head. The main motives for the professional activity of teachers in war conditions are satisfaction with the process and results of work as well as the opportunity for self-realization in this activity. To successfully manage teacher motivation, the head of an educational institution needs such qualities as expertise, empathy, enthusiasm, and sociability. It is essential to consider the dependence of an employee's work efficiency on the measurement of motivational tension, the increase of which to a certain point has a stimulating effect, and then becomes destructive. A significant aspect of motivation management is the manager's ability to analyze the balance of costs and the obtained results, as well as the specifics of the perception of the same incentives: as motivational by some employees and, accordingly, demotivational by others. In conditions of social instability and transformation of the educational environment, managing the professional motivation of teachers requires significant efforts and creative approaches from the head.