The Dynamics Of Motivational Factors In The Didactic Career Development

Abstract

The findings showed that the interpersonal problem solving skills and social self-efficacy correlate positively. The specialty studies have confirmed that a teacher’s professional quality and performance represents a predictor of the academic achievement of the educable individuals. The issue of the teacher’s professional development as a constantly topical subject appears conceptualized in the specialty literature under two aspects; on one hand the cognitive aspect- which refers mainly to the acquisition of pedagogical and speciality offering support in the efficient practice of the didactic profession and on the other hand to the emotional aspect which refers to internal impulses that direct behaviour emotionally: commitment, attachment and dedication. The starting point of the research is to examine the internal impulses of the didactic career. Thus, the present study proposes to analyze the dynamics of motivational factors at teachers according to the variables didactic experience and environment as well as the impact these factors have upon the professional development of their didactic career. The practical implications of the present study refer to the evolution of efficient management strategies of professional development programmes adapted to the didactic profession, through developing, training and optimization programmes for personal and social support dimensions which can counterbalance socio-professional pressures and can contribute to obtaining acquisition of high levels of job satisfaction and professional commitment.