Abstract
The teaching process is determined by teachers’ work motivation. This motivation consists of two domains: general work motivation, and special teaching motivation. Teacher's motivation in different educational contexts is compared. It is investigated by the Work Motivation Scale which has been used in five researchers between 1992 and 2012 (641 teachers). During this period, teacher's in-service education in Serbia changed from non-obligatory to obligatory. In this context, teacher's work motivation is partially changed as, in part, the importance of social collegial support and professional respect is decreasing and possibilities for professional advancement are increasing. The modification of the social and educational framework is correlated with strengthening teacher's motivation
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