The structure of internal motivation among university teachers: the role of hygiene and motivational factors

Abstract

Purpose of the Study. The work of university faculty plays a central role in the effective functioning of the higher education system. Its specific purpose is to impart scientific knowledge to students and develop the professional qualities of future specialists. Faculty work combines pedagogical, scientific, educational, and managerial aspects. Moreover, the level and nature of staff motivation during their professional activities directly impacts the effectiveness of the educational process and the quality of graduate training. The purpose of this study was to examine the motivational structure of university faculty and to detail the predominant motives for their professional activity. Methods. The following diagnostic methods were used in this study: the Herzberg Motivational Structure Test adapted by S. A. Shapiro (2005) and the Questionnaire for Diagnosing the Motives of Professional Activity of Special ists by T. N. Frantseva (2010). Results. This study examines the essence of the phenomenon of intrinsic motivation among university faculty, identifies its structural elements, and provides a detailed description of the dominant motives for professional activity. Among the factors influencing university faculty job satisfaction (among the hygiene factors), financial motivations are the most important, followed by collaboration within the team and relationships with management, while social recog nition is the least important factor for respondents. However, the presence of hygiene factors alone leads to a neutral attitude toward work. Among the motivational factors, the most significant is the factor "job content," which indicates that faculty are motivated by the work process itself and derive satisfaction from their professional activities. Most respondents rated this factor at a moderate level, indicating moderate intrinsic motivation. The second most important motivational factor is "achieving personal success," indicating the importance of work results for satisfaction. The factors "career, promotion," and "job responsibility" are expressed at a moderate level by most faculty. Overall, the content and process of work, as well as social relationships, are important to faculty, and when these parameters are realized, career and financial motivations become significant. Conclusion. Intrinsic motivation is the foundation of stable and productive teaching at a university. As education changes, motivation is becoming a key factor in effective professional performance. It is crucial for educational institution management to support this motivation by creating an environment conducive to the development and selfrealization of staff members' motivational potential.