The Role of Motivation in the Formation of Personally Significant Qualities of Future Teachers

Abstract

The work raises the question of the relationship of professional motivation and professionally important qualities of the personality, which are not always realized by university teachers, who believe that high education provides the formation of professional competencies and qualities of the future professional. This view reflects only the external picture, omitting what is happening in the system of motives that generates new motives and building their hierarchy. The relationship of the prevailing motivation with professionally important qualities of teachers is the target of this study. As the research methods, there was used author's comprehensive questionnaire including questions relating to the motives that attract to the teaching profession and to the representation of professional qualities of the respondents. The revealed relationship of the dominant motives with professional qualities of the students and the future teachers was numerous and poorly differentiated. This indicates on the equal opportunity of motives to act as a foundation for the development of any professional quality. The study suggests that the role of dominant motives in the formation of the structure of professional qualities of the teacher is different. Emerging in the university dominant motives, developing begin to determine the formation of different qualities that are the basis of competencies.