TEACHERS’ MOTIVATION FOR EFFECTIVE PEDAGOGICAL INTERACTION UNDER CONDITIONS OF EDUCATIONAL CHANGES

The paper aims to study peculiarities of motivation of teachers for pedagogical interaction in the context of educational changes. The survey was conducted using a number of techniques: Motivation for Success and Fear of Failure Inventory (A. Rean); Methodology “Teachers' Perceptions of Innovations” (T. S. Soloviov) for assessing the level of innovative potential of the teaching staff; Motivational Sources Inventory (MSI) (John Barbuto, Richard Scholl) (translated by O. Sydorenko); questionnaire “MES” (according to M. Kubyshkina), aimed at revealing the person's aspiration to achieve goals, rivalry, social prestige. Ideals, professional interests, beliefs, needs, social attitudes, professional and personality values of a teacher act as motives of pedagogical interaction. A motive that engages a teacher into professional activities is considered as the one motivating this interaction. Motives determine the direction of pedagogical interaction, they are dynamic and can change depending on age, pedagogical experience and experience of innovation activity. Under conditions of educational changes, special attention should be paid to motivation, which directs teachers to the activity in the innovation process, the achievement of the effectiveness of pedagogical interaction. The study involved 92 teachers from the city of Odessa and the Odessa region. As a result of the empirical research, it has been found that younger teachers are focused on meeting the needs of children, their parents, seeking recognition. Teachers with an experience of more than 15 years are focused on the process itself and success of pedagogical interaction. The statically significant relationship between motivation for success and perception of innovations has been revealed. A teacher motivated for pedagogical interaction in conditions of educational changes seeks not only for its effectiveness, but also for the success of building a ‘new school'.