Volume 04 Issue 12-2024
223
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Currently, the issue of professional motivation is highly relevant in many institutions, including educational ones. This
article examines the main factors that motivate the activities of educators and presents the results of a study on the
motivation of educators working in organizations of various forms of ownership. This information will be of interest
to specialists in the fields of educational psychology and labor psychology.
KEYWORDS
Motivation, activity, educator, formation, subjectivity, aspiration.
INTRODUCTION
This article describes the differences in motivating
factors inherent to educators working in educational
institutions of various forms of ownership, which
constitutes the novelty of this research. The
importance of the study is determined by the fact that
the identified issue is one of the key and priority
problems of state personnel policy and, consequently,
a crucial condition for achieving new results and a
higher quality of education. The aim of this work is to
study the professional motivation of teachers whose
activities take place in educational institutions of
different ownership forms. The research results can be
Research Article
SOCIAL AND PSYCHOLOGICAL CHARACTERISTICS OF EDUCATORS
WORKING IN EDUCATIONAL INSTITUTIONS
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue12-17
Tillashayxova Xosiyat Azamatovna
Head of the Department of "General Psychology" at Tashkent State Pedagogical University named after
Nizami, Candidate of Psychological Sciences, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
224
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
used to develop methodological recommendations for
teachers and managers of educational organizations,
as well as in the work of educational psychologists. The
formation of professional motivation, its results, and
the degree of satisfaction with activities are usually
associated with the influence of factors such as human
needs, expectations, value orientations, incentives,
and external circumstances [1]. In studying the
transformations of professional activities, two
directions of influence vectors are used, which directly
interact and define the formation space: subjective
(intrapersonal) and objective (environmental) factors
[2]. Subjective factors depend on individual personality
traits, needs, and values, corresponding to objective
factors, which constitute the structure of motivation.
Objective factors are influenced by the specifics of the
workplace, where professional motivation is formed
and functions. They also rely on the regional, political,
economic, and social conditions of a given society [3].
Social motives are based on interactions with others,
including the desire to acquire new social connections
and like-minded individuals; a drive for communication
and experience exchange; and the need for a sense of
belonging, significance in society, and purpose in life
[4]. Psychological incentives arise from the importance
of communication in an individual’s life, where
communication acts as a leading need and a condition
for normal functioning. Accordingly, a comfortable
atmosphere in the team that promotes normal
interaction allows a teacher to self-actualize and serves
as an excellent incentive for job satisfaction [10]. Work
motivation is considered as a teacher's drive to work,
integrating
internal
motivational
components,
including needs, interests, and value orientations, on
the one hand, and, on the other, external
environmental
factors
reflected
in
human
consciousness, which drive professional activity.
Glorious motivation is manifested in the desire for self-
affirmation, fame, the need to gain recognition and
honor from others, feelings of pride and superiority, as
well as a sense of satisfaction with one’s achievements,
increased self-worth, and personal value [9]. A strong
interest in new knowledge, new information, and the
enjoyment derived from the process of discovering
something new is driven by educational motivation.
This type of motivation is usually altruistic, reflecting a
desire for self-education and an aspiration to improve
methods of acquiring knowledge [2]. The inclination
towards pedagogical activity stems from professional
motives, aspirations, and desires to work with people;
a positive attitude towards interacting with children; a
desire to assist others in times of failure; ease in
establishing contacts; sociability; responsiveness to
others; and high satisfaction derived from fulfilling
pedagogical duties [3]. One of the most important
motivations for a teacher is love for children. However,
this love is often perceived by educators in an abstract
way, without being reflected in their actual
relationships with students. Love, as the highest
Volume 04 Issue 12-2024
225
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
spiritual aspiration of an individual, is based on the
realization of another person's ultimate value,
alongside a selfless and devoted wish for their well-
being and happiness [8]. In this study, respondents
were surveyed using a specialized, author-designed
questionnaire
on
professional
motivation
for
educators. Initially, this questionnaire was tested on
various groups of teachers, evaluated by experts in
pedagogy and psychology, and deemed valid and
reliable. The survey involved teachers working in
municipal educational institutions, private educational
organizations, as well as those combining work in both
types of institutions. The teachers were divided into
three groups, with thirty participants in each. The first
group consisted of teachers from municipal
educational institutions, the second group included
teachers working in private educational organizations,
and the third group comprised teachers combining
work in both municipal and private educational
institutions.
In the theory of external and internal motivation, it is
stated that internal motivation is relevant only when
professional activity is inherently significant to the
educator. Social motivation received the lowest value
among the first group of respondents. This fact
suggests that participants in the first group do not
consider relationships within the team or connections
with student
s’ parents important. Such behavior also
reflects a lack of ambition to improve their social
status. The absence of a desire to enhance social status
likely indicates a low inclination toward career
motivation in this group. However, a correlation
analysis did not reveal a relationship between these
indicators (-0.05). Therefore, teachers engaged in
pedagogical activities in municipal educational
organizations do not aspire to career advancement,
but this is not due to a lack of social motivation. This
could be related to the specific nature of public
schools: when moving to a higher position or
increasing responsibilities, salary growth is not
proportional to the level of responsibility or workload.
When calculating correlations between motivational
directions in the first group, a negative relationship
was found between the following types: social and
work-related (r = -0.36); career and glorious (r = -0.33);
inclination
toward
pedagogical
activity
and
psychological motivation (-0.30) as well as career
motivation (r = -0.35); and love for children and career
motivation (r = -0.54). The obtained data show a
tendency that as material motivation increases,
psychological motivation and the level of love for
children decrease. An increase in social motivation is
accompanied by a decrease in work-related
motivation.
Among the group of teachers engaged in pedagogical
activities in private educational organizations, the
distribution of motivation across directions was similar
to that in the first group: the highest levels of
Volume 04 Issue 12-2024
226
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
motivation were observed in the material direction and
the inclination toward pedagogical activity. The lowest
level of motivation in the second group of respondents
was recorded in the category of glorious motivation.
This fact suggests that respondents in the second
group do not place importance on self-affirmation. It
also indicates a lack of ambition to improve their social
status. The result of a low level of glorious motivation
is a teacher with limited creative potential, not striving
to achieve results in their work, lacking personal
pragmatic motivation, and finding no satisfaction in
innovative activities.
When calculating the correlation between motivation
directions in the second group, a negative relationship
was identified between material motivation and work-
related motivation (r = -0.42), inclination toward
pedagogical activity (r = -0.40), and love for children (r
= -0.49), as well as between social motivation and
inclination toward pedagogical activity (r = -0.41). The
obtained data suggest that an increase in material
motivation leads to a decrease in work-related
motivation, as well as a decline in the inclination
toward pedagogical activity and love for children. A
high degree of interconnection between motivations
in the second group was not identified. However, it is
worth noting that the strongest relationship was found
between the inclination toward pedagogical activity
and love for children (r = 0.57). This indicator value
indicates a moderate degree of interconnection.
Consequently, the value of work-related motivation
depends on the psychological and other characteristics
of respondents in this group. At the same time, the
importance of material motivation is evident in the
responses, indicating a high level of statistical
significance. The main directions of motivation in the
second group were identified as the inclination toward
pedagogical activity and material motivation, both of
which demonstrated the most reliable indicators. The
next step is to evaluate the motivational sphere of
teachers engaged in pedagogical activities in both
public educational institutions and private educational
organizations. In the group of teachers who
simultaneously carry out pedagogical activities in
educational organizations of both forms of ownership,
the distribution of motivation across directions was as
follows: the highest levels of motivation were
observed in the educational direction and the
inclination toward pedagogical activity. The lowest
level of motivation in the third group of respondents
was recorded in the category of material motivation.
This fact suggests that, for respondents in the third
group, remuneration is not a motivating factor in their
pedagogical activities. Additionally, a low level of non-
material
motivation
was
identified.
Teachers
combining activities in both types of educational
organizations are most interested in the effective
education of children rather than in satisfying purely
personal needs. It is also worth noting the high level of
love for children in this group of respondents.
Volume 04 Issue 12-2024
227
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
A pronounced inclination toward pedagogical activity
is accompanied by a decrease in psychological and
career motivation, which may indicate a lack of desire
among teachers in municipal educational organizations
to stand out or advance up the career ladder. The
unattractiveness of such prospects for this group of
respondents is determined by the direction of possible
advancement: methodological or administrative fields,
which involve a somewhat different type of activity
and, in essence, a departure from the teaching
profession. For the second group of respondents, the
most motivating factors, as in the first group, were
material orientation and an inclination toward
pedagogical activity. Material motivation was most
strongly associated with glorious motivation and least
with career motivation. It can be assumed that
teachers in private schools perceive a link between
their salary and the recognition they achieve in society,
which attracts more students to them. However, this
does not mean they strive for promotion; rather, they
are likely satisfied with their current position and plan
to develop within this field. An increase in material
motivation leads to a decrease in non-material, work-
related,
pedagogical,
and
love-for-children
motivations. The motive of striving for pedagogical
activity is most strongly correlated with psychological
motivation. An increase in the inclination toward
pedagogical activity is accompanied by a decrease in
social motivation, which may be attributed to the role
of pedagogical activity as the leading motivating
factor, diminishing the importance of social
interactions. As a result, they may find it challenging to
communicate with groups other than their students.
Respondents in the third group considered educational
motivation, an inclination toward pedagogical activity,
and love for children as the most motivating factors.
Educational motivation was most strongly associated
with social motives and least with glorious motives. An
increase in educational motivation leads to a decrease
in non-material, psychological, work-related, and
career
motivations.
The
inclination
toward
pedagogical activity in this group was most strongly
associated with motives of fame and least with career
motives. An increase in the inclination toward
pedagogical activity is accompanied by a decrease in
non-material, psychological, work-related, and social
motives. Love-for-children motives showed the highest
correlation with glorious motivation and the weakest
with social motivation. An increase in love-for-children
motivation leads to a decrease in non-material,
psychological, career, and power motivations. This
likely indicates the teachers’ satisfaction with their
professional activities specifically as teachers and
mentors who do not aspire to high positions. It also
reflects their perception of their students’ potential,
emphasizing that students need care and love to
achieve the best results.
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Volume 04 Issue 12-2024
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American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
04
ISSUE
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P
AGES
:
223-228
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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