haedЧЕЛОВЕК И ОБРАЗОВАНИЕMAN AND EDUCATION1815-7041Federal State University of Education10.54884/1815-7041-2025-85-4-113-121haed-127Research ArticleНЕПРЕРЫВНОЕ ОБРАЗОВАНИЕ И ПОДГОТОВКА СПЕЦИАЛИСТАLIFELONG EDUCATION AND SPECIALIST TRAININGСамоэффективность педагогов и удовлетворённость профессиональной деятельностью как предикторы развития её мотивацииTeachers’ self-efficacy and satisfaction with the professional activities as predictors of their motivation developmenthttps://orcid.org/0000-0002-8071-1616МухлаеваТ. В.MukhlaevaT. V.

Мухлаева Татьяна Всеволодовна – кандидат педагогических наук, старший научный сотрудник

Москва

Tatiana Vsevolodovna Mukhlaeva – Candidate of pedagogical sciences, Senior researcher 

Moscow

 

tatianavm@mail.ruhttps://orcid.org/0000-0003-1413-3392КоролеваЕ. Г.KorolevaE. G.

Королева Елена Геннадьевна – кандидат педагогических наук, старший научный сотрудник

Москва

Elena Gennadyevna Koroleva – Candidate of pedagogical sciences, Senior researcher 

Moscow

lengenkor@mail.ruГосударственный университет просвещенияState University of Education20251202202604112120Copyright © Мухлаева Т.В., Королева Е.Г., 20262026Мухлаева Т.В., Королева Е.Г.Mukhlaeva T.V., Koroleva E.G.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://haed.elpub.ru/jour/article/view/127

В работе анализируются особенности профессиональной мотивации специалистов сферы общего образования, а также социально-педагогические и психологические факторы её развития. Определены составляющие мотивации педагогов в ценностном, целевом, эмоционально-волевом и рефлексивном аспектах, связанные с удовлетворённостью педагогов и их представлениями о самоэффективности, тенденции к их динамике. Рассматривается роль предикторов мотивационной готовности педагогов школ – удовлетворённости своей профессиональной деятельностью и самоэффективности. Выводы исследования имеют значение для разработки стратегий по формированию и стабилизации кадрового состава, совершенствованию программ педагогического образования, направленных на формирование устойчивого и мотивированного педагогического коллектива. Исследование добавляет новое измерение к пониманию механизмов управления профессиональной мотивацией педагогических работников общеобразовательных организаций.

The article presents the analysis of predictors of school teachers' motivational readiness – satisfaction with their professional activities and the influence of their beliefs in self-efficacy. The work draws on psychological and pedagogical research analyzing the characteristics of professional motivation in general education specialists and socio-pedagogical and psychological factors of its development. The components of teacher motivation are identified in the value, goal, emotional-volitional, and reflective aspects associated with teachers' satisfaction and their perceptions of self-efficacy, as well as trends in their dynamics. The findings have important implications for teacher recruitment strategies, efforts to stabilize the teaching staff, and improvement of teacher education programs aimed at building a sustainable and motivated teaching staff. This study adds a new dimension to understanding the mechanisms for managing the professional motivation of teachers in general education organizations.

профессиональная мотивацияудовлетворённость профессиональной деятельностьюсамоэффективность педагогаценностные ориентациипрофессиональное развитиеprofessional motivationsatisfaction with professional activitiesteacher self-efficacyvalue orientationsprofessional developmentReferencesАсмолов А.Г. Предисловие. Бизнес… и его любовь к мотивации // Психологическая газета. 2024. URL: https:/9/psy.su/mod_files/additions_1/fle_file_11453.pdf.Asmolov, A.G. (2024) Preface. Business... and its love for motivation. Available at: https://psy.su/mod_files/ additions_1/fle_file_11453.pdf (Accessed: 12 November 2025). (In Russ.)Вершловский С. Г. Педагог эпохи перемен, или как решаются сегодня проблемы профессиональной деятельности учителя: моногр. М.: Сентябрь, 2002. 160 с.Vershlovsky, S. G. (2002) Teacher of the era of change, or how the problems of professional activity of teachers are solved today: monograph. Moscow: September. (In Russ.)Кулюткин Ю.Н. Психология обучения взрослых. М.: Просвещение, 1985. 127 с.Kulyutkin, Yu.N. (1985) Psychology of adult education. Moscow: Prosveshchenie. (In Russ.)Deci, E., Ryan R. Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum, 2012. 306 p.Deci, E., Ryan, R. (2012) Intrinsic motivation and self-determination in human behavior. New York: Plenum.Сластенин В. А. Профессионализмучителякакявлениепедагогическойкультуры// Педагогическое образование и наука. 2008. № 12. С. 4–15.Slastenin, V. A. (2008) Teacher professionalism as a phenomenon of pedagogical culture.Pedagogical Education and Science, no.12, 14–15. (In Russ.)Мухлаева Т. В. Андрагогический аспект исследования вопросов повышения мотивации работников образования // Человек и образование. 2025. № 3. С. 112–122.Mukhlaeva, T. V. (2025) Andragogic aspect of the study of issues of increasing motivation of education workers. Man and Education, no. 3, 112–122. (In Russ.)Bandura, A. Self-efficacy: The exercise of control. New York: W. H. Freeman and Company, 1997. 287 p.Bandura, A. Self-efficacy: The exercise of control. New York: W. H. Freeman and Company, 1997.Собкин В.С., Фомиченко А.С. Самоэффективность учителя и учебная деятельность учащихся (по материалам зарубежных публикаций) // Человек и образование. 2017. № 4(53). С. 176–183.Sobkin, V.S. and Fomichenko, A.S. (2017) Teacher self-efficacy and students’ learning activities (based on foreign publications). Man and Education, no. 4(53), 176–183. (In Russ.)Tschannen-Moran, M., Hoy, A. Teacher efficacy: Capturing an elusive construct // Teaching and teacher education. 2001. № 17(7). Pp.783–805. October 2001. DOI:10.1016/S0742-051X(01)00036-1.Tschannen-Moran, M. and Hoy, A. (2001) Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, no. 17(7), 783-805. DOI:10.1016/S0742-051X(01)00036-1Buric I., Moè, A. What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction // Teaching and teacher education. 2020. № 89. Article ID: 103008. DOI: 10.1016/j.tate.2019.103008.Buric, I., and Moè, A. (2020) What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and Teacher Education, no. 89, Article ID: 103008. Available at: DOI: 10.1016/j.tate.2019.103008.Skaalvik, E. M., Skaalvik, S. Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion // Psychological Reports. 2014. № 114(1). Pp. 68–77. DOI: 10.2466/14.02.PR0.114k14w0.Skaalvik, E. M. and Skaalvik, S. (2014) Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, no. 114(1), 68–77. Available at: https://doi.org/10.2466/14.02.PR0.114k14w0.Klassen R. M., Chiu M. M. Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress // Journal of educational psychology. 2010. № 102(3). Pp. 741–756.Klassen, R. M., and Chiu, M. M. (2010) Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, no. 102(3), 741–756.Collie R. J., Shapka J. D., Perry N. E. School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy // Journal of educational psychology. 2012. № 104(4). Pp. 1189–1204.Collie, R. J., Shapka, J. D. and Perry, N. E. (2012) School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, no. 104(4), 1189– 1204.Caprara G. V., Barbaranelli C., Steca P., Malone P. S. Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level // Journal of school psychology. 2006. №. 44. Pp. 473–490.Caprara, G. V., Barbaranelli, C., Steca, P. and Malone, P. S. (2006) Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. In: Journal of School Psychology, no. 44, 473-490.Toropova A., Myrberg E., Johansson S. Teacher job satisfaction: the importance of school working conditions and teacher characteristics // Educational review. 2020. № 73. Pp. 37–52. DOI: 10.1080/00131911.2019.1705247.Toropova, A., Myrberg, E. and Johansson, S. (2020) Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational Review, no. 73, 37-52. DOI: 10.1080/00131911.2019.1705247.Шефер И.В., Садретдинова М.В. Удовлетворённость педагогов профессиональной деятельностью: результаты регионального исследования // Вестник Нижегородского университета им. Н.И. Лобачевского. Серия «Социальные науки». 2019. № 4. С. 209–219.Shefer, I.V. and Sadretdinova, M.V. (2019) Teachers' Satisfaction with Professional Activities: Results of a Regional Study. Bulletin of N.I. Lobachevsky University of Nizhny Novgorod. Social Sciences Series, no. 4. 209–219. (In Russ.)Берзин Б.Ю., Мальцев А.В. Учитель: удовлетворённость профессией и социально-психологическое самочувствие // Известия Уральского федерального университета. Серия 3: Общественные науки. 2016. Т. 11. № 4 (158). С. 91–97.Berzin, B.Yu. and Mal'tsev, A.V. (2016) Teacher: satisfaction with the profession and social-psychological well-being. Izvestiya of the Ural Federal University. Series 3: Social Sciences, no. 4 (158). pp. 91–97. (In Russ.)Гордиенко В.Н. Удовлетворённость профессиональной деятельностью как психологический критерий личностно-профессионального развития учителя: Автореф. дис. … канд. психол. наук. Иркутск: Иркутский государственный педагогический университет, 2004. 254 c.Gordienko, V.N. (2004) Satisfaction with professional activities as a psychological criterion of a teacher's personal and professional development. Abstract of Ph.D. thesis, Irkutsk: Irkutsk State Pedagogical University. (In Russ.)Учитель: Крупным планом / под ред. С.Г. Вершловского. СПб. 1994. 132 с.Vershlovsky, S.G. (ed.) (1994) Teacher: Close-up. St. Petersburg. (In Russ.)Херцберг Ф., Моснер Б., Блох Б. Мотивация к работе. М.: Вершина, 2007. 240 с.Herzberg, F., Mosner, B. and Bloch, B. (2007) Motivation to Work. Moscow: Vershina. (In Russ.)Wang W., He, R., Wang Z., Fan X. From beliefs to satisfaction: understanding motivational dynamics from the perspectives of pre-service teachers. European journal of teacher education. 2025. № 1. DOI: 10.1080/02619768.2025.2514636.Wang, W., He, R., Wang, Z., and Fan, X. (2025) From beliefs to satisfaction: understanding motivational dynamics from the perspectives of pre-service teachers. European Journal of Teacher Education, no. 1. DOI: 10.1080/02619768.2025.2514636 (Accessed: 12 November 2025)Журко В.Н. Профессиональная рефлексия, её сущностные и формальные характеристики // Вестник университета. 2012. № 1. С. 127–129.Zhurko, V.N. (2012) Professional reflection, its essential and formal characteristics. Bulletin of the University, no. 1, 127-129. (In Russ.)Kraft M. A., Marinell W. H., Shen-Wei Yee D. School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American educational research journal. 2016. № 53(5). Pp. 1411–1449.Kraft, M. A., Marinell, W. H., and Shen-Wei Yee, D. (2016) School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, no. 53(5), 1411–1449.Nir A. E., Bogler R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and teacher education, 24(2). Pp. 377–386.Nir, A. E. and Bogler, R. (2008) The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, no. 24(2), 377–386.

The authors declare that there are no conflicts of interest present.