Formation of professional motivation of university teachers in the modern context: psychological and pedagogical dimensions

The formation of professional motivation among university teachers is a crucial factor in the effectiveness of the educational process, particularly in the context of reforms and social transformations. The aim of this article is to identify the psychological and pedagogical factors influencing the development of professional motivation in university teachers and to outline ways to support it under conditions of educational change. To achieve this aim, the study employed research methods such as theoretical analysis, systematisation, generalisation, comparative analysis of approaches, pedagogical observation, and elements of training activities. The theoretical basis of the study is the classical substantive and procedural theories of motivation, as well as modern concepts of intrinsic motivation. The article highlights current trends in the context of professional motivation and the factors that affect its formation. The results of implementing the professional-psychological training program “Formation of Professional Motivation of University Teachers in Modern Conditions: Psychological and Pedagogical Aspects,” which was piloted during the professional development of university teachers at Borys Grinchenko Kyiv Metropolitan University, are presented. The methods tested during the training (differentiation of motivational factors, SWOT analysis, reflective exercises) are described, and the impact of the training on the formation of conscious professional motivation, the development of intrinsic motives, and reflective attitudes toward one’s professional activity (both subjective and objective) is emphasised. Professional motivation of university teachers is formed through the interaction of internal (psychological) and external (pedagogical) factors. The psychological aspects of motivation are related to personal needs, while the pedagogical aspects are related to the organisation of the educational environment, interpersonal interaction, and managerial support. The developed approach has practical significance for the system of post-graduate pedagogical education.