Teachers’ self-efficacy and satisfaction with the professional activities as predictors of their motivation development
https://doi.org/10.54884/1815-7041-2025-85-4-113-121
Abstract
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.
About the Authors
T. V. Mukhlaeva
State University of Education
Russian Federation
Russian Federation
Tatiana Vsevolodovna Mukhlaeva – Candidate of pedagogical sciences, Senior researcher
Moscow
E. G. Koroleva
State University of Education
Russian Federation
Russian Federation
Elena Gennadyevna Koroleva – Candidate of pedagogical sciences, Senior researcher
Moscow
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Review
For citations:
Mukhlaeva T.V., Koroleva E.G. Teachers’ self-efficacy and satisfaction with the professional activities as predictors of their motivation development. Man and Education. 2025;(4):112-120. (In Russ.) https://doi.org/10.54884/1815-7041-2025-85-4-113-121
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