The role of motivation in the process of professional self-realization of teachers in general secondary education institutions

The research problem and the rationale for its relevance. The article analyzes the role and significance of teacher motivation in the educational process for the level of general secondary education, and also establishes the degree of this influence in comparison with other factors. The topic is relevant due to the constantly growing requirements for the development and self-improvement of a teacher throughout his/her life due to the dynamically changing technical and economic component of modern development. The goal is to determine the role of motivation in the professional self-realization of a teacher and the rationale for this approach; the substantive aspect of this process is also analyzed. The article provides a review of scientific research that reveals the importance of motivation as the main component of a teacher’s professional self-realization. The methodological basis of the research is the analysis of psychological, pedagogical and methodological literature on the research problem, as well as a survey of teachers in order to identify the role of motivation in the process of their professional activities. The results obtained are processed using statistical methods of analysis used in psychology (using the Kolmogorov-Smirnov criterion and using linear regression if the model is adequate). The description of the results is associated with a reflection of substantive aspects and determination of the role of motivation in the process of professional self-realization of a teacher. The scientific novelty lies in determining the importance of motivation in the professional development of teachers and identifying current approaches to stimulating their motivation, reflecting its components. The practical significance of the presented results lies in the possibility of their application in advanced training of teachers and placement of methodological materials for use in the educational environment of teachers' professional development, in order to put them into practice. Moreover, practical implementation implies the use of the identified tools of teachers' motivation in the process of management and coordination of teachers' professional development.