Organizational conditions for female teachers’ professional motivation development

Aim. To determine the main motives for the professional activity of female teachers, the level of their self-assessment of professional knowledge and skills and to identify organizational conditions of an educational organization for the development of professional motivation of female teachers.

Methodology and methods. Survey of female and male teachers of different ages and with different work experience working in general education organizations and organizations of secondary vocational education, expert assessment of heads of general education organizations and organizations of secondary vocational education, pedagogical observation and analysis of the experience of general education organizations in Petrozavodsk on the development of motivation of female teachers’ access to professional activity.

Results. The results of the study made it possible to identify the most common motives for the professional activities of female teachers, including receiving salaries, good relationships, professional mutual understanding with colleagues and avoiding conflicts with management, recognition of their achievements in the professional environment and creative self-realization. The result of studying the experience of educational organizations was the definition of organizational conditions for the development of professional motivation of female teachers: taking into account the level of professional self-esteem, a combination of group and individual forms of psychological support for teachers, traditional and non-traditional ways of developing professional motivation, etc.

Theoretical and/or practical significance. The conducted research based on a survey of teachers, an expert assessment of the heads of educational organizations in Petrozavodsk of the motivation of female teachers in professional activity allowed us to identify the leading motives of female teachers to professional activity, the relationship of motivation to professional activity with the level of teachers’ self-esteem of professional knowledge and skills. The practical significance of the conducted research consists in determining the characteristics of the motivation of female teachers for professional activity, identifying some conditions of an educational organization for the development of professional motivation of female teachers and making recommendations on creating these conditions.

Conclusions. The conclusions of the study reflect the main features of the motivation of female teachers for professional activity and the organizational conditions for its development in an educational organization. As organizational conditions for the development of professional motivation, it is necessary to take into account the level of professional self-esteem and the peculiarities of professional motivation of female teachers; a combination of group and individual forms of psychological support for teachers, as well as a combination of traditional and non-traditional ways of developing professional motivation.

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