Motivational structure of pedagogical activity in the field of psychological and pedagogical support for children with disabilities

The article deals with the problem of professional motivation of teachers who provide psychological and pedagogical support for children with disabilities. The empirical study is aimed at identifying and describing the structure of professional motivation of teachers who implement educational and correctional programs into special inclusive education for children with disabilities. The article describes leading motives that determine the direction of professional behavior and professional development of teachers in the field of psychological and pedagogical support of children with disabilities. A comparative analysis of the hierarchical structure of motives for the pedagogical activity of teachers, educators, speech pathologists with different teaching experience, and senior students studying “Special (defectological) education” was carried out. The article analyses mechanisms that determine personal motivational orientation of teachers and Defectology students.