Keyword: «teacher-philologist»

The relevance of the problem under study is determined by the requirements of the state and society to improve the quality of education, in which the teacher plays a key role. Understanding the motivation of teachers for professional agency will improve the results of their work and raise the educational level of the younger generation. The aim of the article is to identify the place of professional motivation of a philologist-teacher in the system of his/her professionally significant values and describe an experiment related to the assessment of the teacher's motivational characteristics, which makes it possible to assess the effectiveness of the professionally significant values development among modern teachers working in the subject area of Philology. The theoretical and methodological basis of the article consists of the works of domestic and foreign scientists devoted to the study of teaching staff motivation for professional activity. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (questionnaires, methods of quantitative and qualitative analysis, experiment to test the effectiveness of the developed questionnaire); methods of mathematical statistics (Fisher's criterion) for processing and analyzing the results. 124 philology teachers participated in the study, 67 of whom are graduates of Donetsk State University and 57 are graduates of Lugansk State Pedagogical University. The questionnaire included 4 blocks: 1-st block was used to check readiness for self-development and self-improvement; 2-nd block allowed us to identify hindering and stimulating factors in professional activity; 3-d block helped to determine the motives for professional activity (internal and external); 4-th block made it possible to find out the level of involvement in the profession. The analysis of the survey data confirmed that the training program for preservice philology teachers implemented at Donetsk State University, aimed at developing their professional motivation as a component of professionally significant values system, is effective. The theoretical significance of the work consists in studying approaches to defining the concept of teachers’ professional motivation. The practical significance lies in the fact that the developed questionnaire can be used to assess the level of motivation for professional activity not only of philologists but also of other subject teachers when preparing advanced professional development programs in order to increase the level of professional motivation of teaching staff.