A study of the characteristics of teachers’ professional motivation and the possibilities of following modern trends

Context and relevance. The article is devoted to a theoretical and empirical analysis of the motivation for the professional activities of teachers in the context of their adaptation to modern educational trends. The paper reveals the relationship between the motivational sphere of teaching staff and the specifics of the teaching technologies and trends they choose. Objective. To study teachers’ perceptions of the possibility of using modern trends in education in the educational process. Hypothesis. There is a relationship between a teacher’s readiness to change the educational process and take into account modern trends and the structure of motivation for professional activity. Methods and materials. The survey involved 270 teachers aged 22 to 60, with professional experience ranging from 2 to 28 years. An analysis was also conducted of the content of 994 project and research papers by students in grades 7—11. The methodological tools used in the study were: a survey, document analysis, the “Motivation for Success and Fear of Failure” questionnaire (A.A. Rean), and the author’s questionnaire for teachers “Studying the Willingness to Follow Modern Trends in Professional Activity”. Results. The assumption that teachers follow modern trends in the development of education in organizing the educational process has been confirmed. A connection has been found between the choice of trends for specific types of activities and the characteristics of teachers’ motivation. Differences in the structure of motivation have been identified: among teachers of pre‑professional classes, external motivation to avoid failure predominates, while among teachers of general education classes, internal motivation and external motivation to achieve success are more prevalent. At the same time, teachers’ and students’ ideas about the possibilities of integrating trends differ. Conclusions. The specifics of learning in pre‑professional education project classes and the interests of students in project classes can serve as a basis for selecting technologies and approaches. The identified difference in the choice of trends may be due to the professional competencies of teachers and the need to meet the requirements of the educational standard. In turn, students in grades 7—11 expect the use of interactive forms of activity organization and various ways of presenting information in their learning.

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