Professional Motivation of Secondary School Teachers

Smirnaya Anastasiya Andreevna PhD in Pedagogy Associate Professor, Department of Psychology and Pedagogy, Siberian State University of Science and Technology. M.F. Reshetnev. 82 Mira str., Krasnoyarsk, 660049, Russia mrostovtseva@sfu-kras.ru Other publications by this author     Spiridonova Mariya Sergeevna PhD in Biology Associate Professor, Department of Psychology, Autonomous non-profit organization of higher education "Siberian Institute of Business, Management and Psychology" 660098, Russia, Krasnoyarsk, Molokova str., 1G jur@yandex.ru Dulinets Galina Gennad'evna PhD in Psychology Associate Professor, Department of Psychology, Autonomous non-profit organization of higher education "Siberian Institute of Business, Management and Psychology" 660037, Russia, Krasnoyarsk, Michurina str., 2 vylgalina@yandex.ru Tomilova Svetlana Aleksandrovna PhD in Psychology Associate Professor, Department of Psychology and Pedagogy, Siberian State University of Science and Technology. M.F. Reshetnev 660099, Russia, Krasnoyarsk, Per. Rechnoy str., 3 sunlusia@mail.ru

Dement'ev Aleksandr Petrovich PhD in History Associate Professor, Department of Russian History, World and Regional Civilizations, Siberian Federal University 17B Akademgorodok str., Krasnoyarsk, 660036, Russia dementjev.ap@yandex.ru

Introduction. One of the most important goals of the secondary school is to create conditions for the formation of a versatile personality of a student who, by the time he completes his studies at school, has systematic ideas about the basics of various sciences, is able to independently find and process information, successfully adapt to changing conditions, carry out effective interpersonal communications, has a desire for self-improvement and self-development.

The change of the school's task from "personality formation" to "creating conditions for personality formation" presupposes the subjective position of all participants in the educational process, as well as the endowment of the school with an auxiliary role. In other words, the school has ceased to be a place where knowledge is given, it has become a place where students themselves receive knowledge with guidance from teachers. The subjective position of the student assumes that he has an educational motivation, which, in turn, is formed and develops under the influence of those stimuli that come from the teacher. Accordingly, both the procedural and the effective sides of motivation will depend on what the motives of the teacher's participation in the educational process are.

The transition from a knowledge-based educational paradigm to a competence-based one has led to the fact that students are required to have systematic scientific ideas, from which a scientific picture of the world is formed. In the modern world, obtaining information of any content and in any volume is not difficult, however, in order for this information to transform into a scientific picture of the world, it is necessary that students are interested in finding and mastering educational material. Such an interest does not appear by itself, for its occurrence it is necessary that the teacher himself has a cognitive interest and is able to "infect" students with it, and this is also from the field of productive motivation.

And, finally, the ability to adapt to changing conditions and constantly improve oneself are personal characteristics inherent in a person who has not just life goals, but socially significant goals. The formation of such personal qualities as adaptability and the desire for self-development requires maximum mutual understanding between the teacher and the student, minimizing the risk of generational conflict, which is also possible only if the teacher has motivation to work and overcome objective difficulties.

Thus, we see that achieving the targets of secondary education is the result of the presence of positive high motivation among the subjects of the educational process.

However, over the past decade, the problem of personnel shortage in schools has become extremely urgent. The frequency of conflicts between teachers and students, teachers and parents of students, teachers and educational authorities, parents and educational authorities has increased. All the listed subjects make a lot of various claims to each other, and conflict resolution is increasingly becoming public, including with the assistance of the media, which undertake to cover problematic situations, often positioning them in such a way that it not only does not help to smooth out contradictions, but also strengthens them.

The recent transition of Russian schools to distance learning has clearly demonstrated many systemic problems – from the functional unwillingness of the school to carry out the educational process in this mode to the formality of interaction between teachers and students, which in the conditions of personal contact could not manifest itself as vividly as in its absence.

One of the reasons for the above problems is, in our opinion, the lack of motivation for professional activity among teachers.

The subject of the study is the features of professional motivation of secondary school teachers.

The purpose of the study: to study the content characteristics of the professional motivation of secondary school teachers, depending on the length of service.

We assumed that the length of teaching experience influences the level of motivation of teachers.

Theoretical review. The problem of professional motivation of teachers is studied at the philosophical, psychological and pedagogical levels.

The essence, conditions, factors of increasing teachers' motivation are considered in the works of A.A.Bodalev ^[2], Markova N.G. ^[9], Ilyin E. P. ^[4], Gorbushina A.V. ^[3] and others. Their works consider the influence of the specifics of the activities of secondary school teachers, as well as personal characteristics on the level of motivation. Professional activity is considered as a multidimensional, complexly developing system, which determines the multidimensional motivational structure of the teacher's personality.

The motivation of teachers' labor behavior is considered in the works of V. G. Aseev, E. M. Kolesnikov, A.D. Maksimova, etc.^{[6, 7]} Also, the motivation of teachers is studied in relation to the problem of overcoming resistance to change (V. A. Mirzoyan ^[10]); from the standpoint of the expertise of innovative activity of a teacher (N. V. Sivrikova, E.B. Filinkova and others ^{[13, 14]}).

Baranova V.V., Maslinsky K.A. ^[1] study the identity of teachers, the motives of their choice of profession and adaptation to school; Karpova E.V. studies the formation of professional and pedagogical motivation of future teachers ^[5]; Kolesnikova E.M., Mitrokhina E.V. ^[6] are engaged in research on working conditions and organizational support and their influence on motivation teachers.

In foreign literature , the problem of motivation of professional activity was dealt with by Zh . Nutten ^[12], A. Herzberg ^[15], A. Maslow ^[8]/

In modern foreign literature, the motivation of teachers' professional activity is studied from the standpoint of the fundamentals of managerial activity and the assessment of teachers' behavior in conditions of change (Cochran-Smith M., Frijters P., Shields M. A., Price S. W., etc. ^{[16, 17]})

Klassen R. M., Chiu M. M., Liu X. S., Ramsey J. they study life satisfaction and the educational process as factors of motivation of teachers ^{[18, 19]}.

Research. To conduct the research, we used the following methods: orientation questionnaire "Personality orientation" (B. Bass); test of life orientations (SOE) (D.A. Leontiev), the method of "Career anchors" (author E.Shane, translation and adaptation V.A.Chiker, V.E.Vinokurova), the method of "Motivation of professional activity" (K. Zamfir in the modification of A.A. Rean. To compare 3 independent samples, which allows us to determine the degree of their difference in the level of severity of the ordinal variable, the H-Kraskal-Wallace criterion was applied.

To conduct the study, a sample was formed, the number of which is 45 teachers and divided into 3 age groups with different periods of teaching experience of 15 people in each group: the first group – experience from 0 to 5 years and age 28-34, the second - a group with experience from 5 to 15 years (age 40-45 years), the third - a group with an experience of 15 years and above (age 50-55 years). This gradation was taken in accordance with the age periodization of L.I. Antsyferova.

In accordance with the concept of L.I. Antsyferova, we studied the following groups of components of professional motivation:

- value-semantic component;

- cognitive component;

- emotional and personal component.

The criteria and indicators for each of the components are presented in table 1.

Table 1 – Criteria and indicators of professional motivation

Standardized psychodiagnostic tools were selected to study each of the three selected components of the motivational structure.

To study the value-semantic component, the following methods were used: Orientation questionnaire "Orientation of personality" (B. Bass); test of life orientations (SSO) (D.A. Leontiev). To study the cognitive component - the method of "Career anchors" (author E.Shane, translation and adaptation V.A.Chiker, V.E.Vinokurova), to study the emotional and personal component - the method of "Motivation of professional activity" (K. Zamfir modified by A.A. Rean.

The results of the diagnosis of the orientation of the personality of secondary school teachers according to the orientation questionnaire "Personality orientation" (B. Bass) are shown in Figure 1.

Figure 1 – Results of the study of personality orientation in a sample of secondary school teachers (B.Bass)

As we can see, the largest share falls on teachers with a self-directed personality. For such people, their own well-being is very important, satisfaction of their actual needs, including material ones, prestige.

A third of the teachers demonstrated a focus on interaction. This type of personality orientation indicates a person's need for communication, the desire to be in good relations with colleagues. Such people tend to work together, sometimes at the expense of performing professional duties. They help others to get social approval, depend on emotional relationships. Respondents are characterized by the ability to build interpersonal relationships in the business sphere. They tend to avoid loneliness, and for this they often use the resources of the professional sphere in which they work.

The focus on the task is represented by the smallest proportion of teachers, and special attention should be paid to this fact, since it is the focus on the task that indicates that in his professional activity the teacher is guided by the goals set for him by the Federal Law "On Education in the Russian Federation", the professional standard of pedagogical activity and federal educational standards (table 2).

Table 2 – Data from the study of personality orientation in the sample by groups.

The data obtained as a result of processing the methodology on the orientation of personality show that the personal orientation towards oneself prevails in group 3, this is due to the predominance of motives for one's own well-being, striving for personal superiority, prestige. Such people are most often busy with themselves, their feelings and experiences and react little to the needs of people around them. They see in the work, first of all, an opportunity to satisfy their claims.

The focus on the task prevails in group 1, which indicates the predominance of motives generated by the activity itself, passion for the process of activity, disinterested desire for knowledge, mastering new skills and abilities. Usually such people strive to cooperate with the team and achieve the greatest productivity of the group, and therefore try to prove a point of view that they consider useful for completing the task.

The level of expression of the personality orientation according to each criterion, depending on the experience of secondary school teachers, varies. The personal orientation increases with the increase in work experience, and the focus on mutual actions and the focus on the task decreases with the increase in the work experience of the teacher. The most positive and high results are the results on the level of expression of "interaction" in all three groups, which indicates the need for communication, cooperation and productivity of work. It is characterized by passion in mastering new skills and abilities, the very process of activity, the desire for knowledge.

Let us turn to the data obtained during the study of life orientations.

 The results obtained by the test of D.A. Leontiev are presented in Table 3.

Table 3 – Comparative data on the severity of CSF

In the 3rd group of teachers, a low indicator was obtained on the scale of "Goals in life". This level characterizes people living today or yesterday, whose plans have no real support in the present and are not supported by personal responsibility for their implementation. In this group, statements were more common that an understanding of life was not fully formed and its goals were not determined.

According to the "Process of Life" scale, we see indicators below the norm. Teachers have low satisfaction with their lives at the moment. The subjects noted that the full meaning of their life is given mainly by hope for the future. It also indicates dissatisfaction with your life in the present.

It is noteworthy that the subjects as a whole rated the effectiveness of their lives highly: at a level close to the normative indicators. Teachers more often noted that much of what was planned in life did not come to fruition, it was not possible to achieve certain goals. Such results may well indicate that in the process of participating in the study, teachers took a more realistic look at their lives, and therefore their assessment of the effectiveness of their own lives is more objective than could be expected. 

The teachers of group 3 have a low average on the "Locus-control – I" scale, many note their weakness of will, weakness of character.

In the 3rd group of teachers, a low average group indicator was obtained on the "Locus-control – life" scale. The prevailing opinion here is that most life events happen by chance, little depends on her own efforts and efforts, including in terms of professional self-realization.

In the 3rd group of teachers, we see that the overall SOE indicator is significantly below the norm. Consequently, the test groups are less objective about themselves, their capabilities and resources, their health and life values, although, in general, they tend to underestimate objective factors and the importance of their own efforts in achieving well-being in the professional sphere, their life orientations are rather pessimistic. What can not be said about novice teachers, they have many indicators above the norm. It is also clear that with the increase in the length of service, teachers' life orientations change. At the beginning of their professional career, the subjects are full of plans for the future, are more satisfied with their lives, experience fewer disappointments.

To study the cognitive component, we used the method of diagnosing value orientations in the career of "Career Anchors" (E.Shane, translation and adaptation by V.A.Chiker, V.E.Vinokurova).

The analysis of the results of the survey conducted using the "Career Anchors" technique made it possible to determine the degree of their significance for the subjects by ranking career orientations (Table 4). We did not observe any fundamental differences in the 3 groups. Therefore, the results are general for all 3 groups.

Table 4 – Results of the study using the "Career Anchors" method

For clarity, we present the data of Table 4 on the histogram (Fig. 2).

Figure 2 – Graphical data on the "Career Anchors" method

The results showed that high ranks in the career value system have orientations associated with the desire to have a stable, reliable job for a long time, to embody their ideals and values in work, to preserve harmony between their personal life and career, to be able to work independently, to decide for yourself how, when and what to do to achieve those or other purposes.

The results of the study show that the career orientation "service" is among the least pronounced. A low indicator for this criterion suggests that with this orientation, the concepts of "working with people", "serving humanity", "helping people", "the desire to make the world a better place", etc. are not as valuable as they, by definition, should be significant for representatives of professions such as "human – a person" in general and the teaching profession in particular.

Teachers' high scores on the autonomy scale look contradictory. A pronounced focus on autonomy can be regarded in different ways. This may be a sign of silent protest against the system as a whole, dissatisfaction with the requirements of the Federal State Educational Standard, the presence of pressure from the administration or other subjects of the educational process, dissatisfaction with the requirements for professional behavior of teachers, etc. But whatever the reason for the desire for independence, it largely contradicts the basic target orientation of pedagogical activity – the fulfillment of a public order, and therefore indicates an insufficient formation of professional motivation in the form in which it corresponds to the content of pedagogical work.

The career guidelines "entrepreneurship" and "challenge" are expressed weaker than the others, which indicates a lack of motivation to create something new, overcoming risks and obstacles.

Another circumstance that attracts attention is the values on the scale of professional competence. They are lower than in terms of the stability of the place of work and place of residence, autonomy and integration of lifestyles.

Consequently, professional competence is less significant for teachers than those career anchors for which the values turned out to be higher. A negative consequence of this may be a decrease in interest in professional growth and self-improvement, a formal approach to improving one's qualifications, which, in the end, may negatively affect both the procedural and the productive aspects of pedagogical work.

In order to study the emotional and personal component of professional motivation of teachers, the methodology of studying the motivation of professional activity "The level of professional motivation" by K. Zamfir in the modification of A. Rean was used.

The motivational complex of a personality is closely related to the definition of external positive (VPM), external negative (PTO) and internal motives (VM).

It can be represented through the relation of these types of motives to each other. According to A.A. Rean, the following relations are the best:

VM > VPM > PTO and VM = VPM > PTO

The following type of relationship is unfavorable:

PTO > VPM > VM

Internal motivation testifies to the importance of the activity itself for a person. The desire to satisfy needs that are external to the activity (money, prestige, etc.) indicates the presence of external motivation.

The external motives themselves are differentiated into external positive ones (the possibility of obtaining recognition, the availability of wage growth opportunities, the ability to use the provided measures of state support, etc.) and external negative motives (working conditions). External positive motives are undoubtedly more effective and more desirable from all points of view than external negative motives

Table 5 Average results of motivation of professional activity of secondary school teachers

Figure 3 shows the distribution of the average values of the severity of external positive, external negative and internal motives in a sample of teachers.

Figure 3 – Average values of the expression of motives in a sample of teachers with different professional experience.

The data shown in Figure 3 indicate that in the motivational complex of secondary school teachers with different work experience, there are differences in the predominance of internal and external motives.  External positive motives predominate, which are associated with the action of external incentives (the possibility of obtaining recognition, the availability of wage growth opportunities, the ability to use the provided measures of state support, etc.). On the one hand, such a clear expression of external positive motives indicates that, in general, secondary school teachers are satisfied, which creates certain prerequisites for consolidation teachers in the workplace and reducing the risk of staff outflow from the school system.

On the other hand, despite the positive orientation of the prevailing motives, they are still external, and, therefore, have no direct and direct relation to the content of pedagogical work.

External negative motives in the sample of teachers are the least pronounced, which can also be regarded as a sign of a fairly prosperous situation associated with the working conditions of school teachers.

In groups 2 and 1, there are increased indicators of internal positive motivation, which indicates the desire of teachers to avoid criticism from the supervisor or colleagues, as well as possible punishments or troubles.

Secondary school teachers from the 1st group (from 0 to 5 years) and the 2nd group (from 5 to 15 years) of groups with the same external positive and negative motives, which indicates an orientation towards external evaluations of their work, but at the same time guarantees and security from the outside are more relevant for them guidelines, since teachers in this category tend to avoid disciplinary penalties and criticism.

The results obtained by the method of "Motivation of professional activity" (K. Zamfir in the modification of A. A. Rean) indicate that the three experimental groups have both similar features and differences.

To compare 3 independent samples, which allows us to determine the degree of their difference in the level of severity of the ordinal variable, the H-Kraskal-Wallace criterion was applied. Calculations were carried out for all indicators and their results are presented in a summary table. 6

 Table 6 Results of comparison of samples by degree of manifestation of signs.According to the method "Motivation of professional activity"

From this table it can be seen that for indicators 2, 3, 6 and 7, the samples of teachers, separated by their experience, are different in terms of the level of manifestation of these signs.

For indicators 1, 4 and 5, the samples of teachers with different work experience are the same in terms of the level of manifestation of these signs.

 Thus, on random samples of teachers for indicators 2, 3, 6 and 7, it was confirmed that there are differences in professional motivation with the studied personality qualities of secondary school teachers with different work experience. No such confirmation was found for indicators 1, 4 and 5 for these samples.

Conclusions and conclusion.

Professional motivation is determined by the appropriate orientation of the individual, the presence of meaning in the chosen professional activity, the professional attitudes of a person.

The study revealed differences in the professional motivation of secondary school teachers with different work experience.

Personal focus on oneself prevails in group 3 (experience of 15 years), which is associated with the predominance of motives for one's own well-being, striving for personal superiority, prestige. Such people are most often busy with themselves, their feelings and experiences and react little to the needs of people around them. They see in the work, first of all, an opportunity to satisfy their claims.

The focus on the task prevails in group 1 (experience up to 5 years), which indicates the predominance of motives generated by the activity itself, passion for the process of activity, disinterested desire for knowledge, mastering new skills and abilities.

The overall SOE score in the 3rd group of teachers is significantly below the norm. The test groups are less objective about themselves, their capabilities and resources, their health and life values, although, in general, they tend to underestimate objective factors and the importance of their own efforts in achieving well-being in the professional sphere, their life orientations are rather pessimistic. For novice teachers, they are even higher than the norm.

With the increase in the length of service, teachers' life orientations change. At the beginning of their professional career, the subjects are full of plans for the future, are more satisfied with their lives, experience fewer disappointments.

According to the "Career Anchor" method, there were no fundamental differences in the 3 groups. High ranks have been obtained in the career value system, namely: to have a stable, reliable job for a long time, to embody your ideals and values in work, to preserve harmony between your personal life and career, to be able to work independently, to decide for yourself how, when and what to do to achieve certain goals.

Career orientation "service" is among the least pronounced. A low indicator for this criterion indicates that the concepts of "working with people", "serving humanity", "helping people", "the desire to make the world a better place", etc. are not as valuable as they, by definition, should be significant for representatives of professions such as "man – man" in in general and the teaching profession, in particular.

Contradictory assessments on the autonomy scale of teachers were obtained. A pronounced focus on autonomy can be regarded in different ways. This may be a sign of silent protest against the system as a whole, dissatisfaction with the requirements of the Federal State Educational Standard, the presence of pressure from the administration or other subjects of the educational process, dissatisfaction with the requirements for professional behavior of teachers, etc. Career guidelines "entrepreneurship" and "challenge" are expressed weaker than all others, which indicates a lack of motivation to create something new, overcoming risks and obstacles.

The values on the scale of professional competence are lower than in the parameters of stability of the place of work and place of residence, autonomy and integration of lifestyles. A negative consequence of this may be a decrease in interest in professional growth and self-improvement, a formal approach to improving one's qualifications, which, in the end, may negatively affect the procedural and productive aspects of pedagogical work.

In the motivational complex of secondary school teachers with different work experience, there are differences in the predominance of internal and external motives.  External positive motives prevail, which are associated with the action of external stimuli (the possibility of obtaining recognition, the availability of wage growth opportunities, the ability to use the provided measures of state support, etc.). Despite the positive orientation of the prevailing motives, they are still external, and, therefore, have no direct and direct relation to the content of pedagogical work.

External negative motives in the sample of teachers are the least pronounced, which can also be regarded as a sign of a fairly prosperous situation associated with the working conditions of school teachers.

Thus, based on the totality of empirical data, their comparative analysis and statistical processing, it can be concluded that there are differences in the professional motivation of secondary school teachers with different work experience.

The revealed features of the professional motivation of secondary school teachers who took part in our study seem logical in the light of those urgent problems that are characteristic of the modern school education system in our country. The search for ways to solve them involves the development of theoretical, methodological and applied aspects of the formation and development of internal, potentially productive motivation among working teachers with more work experience. If we do not deal with this issue, then the professional motivation of secondary school teachers will fall, and with it the quality of secondary education will fall.