Correlation of motives based on “prospect of success” and “avoidance of failure” among teachers of educational institutions of different type

The relevance of study of motivational factors of pedagogical activity in the conditions of modern educational practices is justified. A number of modern studies of motivation in the context of professional development of teachers and the development of the educational environment are discussed. The results of empirical studies the relation of motives “hope to succeed” and “fear of failure” in supplementary education teachers and teachers of preschool educational institutions are presented. It was revealed that in the structure of achievement motivation among teachers-listeners of retraining courses dominant motif is hope for success, and the type of educational institution does not affect the ratio of motives. Noteworthy is the fact that 35.93% of teachers who participated in the study, are in a situation of motivational disharmony. The activities every third teacher, being deterministic appeal attainable motivation, motivation high external evaluation, is characterized by unstable emotional background. The need for the methodical work of personal and group coaching procedures is formulated that will allow teachers to return to a more adequate assessment of the life and professional tasks and assessment of personal and professional resources and barriers of teaching activates.