Professional Motivation Research Articles

РОЛЬ МОТИВАЦІЙНОЇ СКЛАДОВОЇ В САМООСВІТНІЙ ДІЯЛЬНОСТІ НАУКОВО-ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the problem of motivation in the self-educational activity of scientific and pedagogical staff of higher education institutions (HEIs). It is noted that self-educational activity is a prerequisite for the professional development of scientific and pedagogical staff of such institutions. The characteristic features of self-educational activity are outlined, one of which is the presence of professional motivation. The essence of motivation is described as a driving force and a system of factors that determine the behaviour of a specialist (needs, aspirations, motives, goals, intentions, attitudes, efforts, ideals, etc.). The article highlights the main theories of motivation that identify the key factors influencing the motivation of specialists in their professional activities. A classification of motivational factors is presented, showing the complexity and diversity of motives. The relationship between professional activity and motivation is indicated, and it is found that motivation for self-education is a complex, multi-component psychological construct that encompasses a set of interrelated motives for professional activity, achievement, professional growth and personal development. The role of the motivational component in the process of self-education of scientific and pedagogical staff of HEIs is identified, which consists of stimulating them to continuous professional development and improvement. The main characteristics, indicators and functions of the motivational sphere are outlined. It is stated that a developed, stable and conscious motivation is an important condition for the effective self-education of scientific and pedagogical staff of HEIs. It is concluded that positive internal motivation for professional activity significantly increases the effectiveness of pedagogical interaction and creates favourable conditions for the self-realisation of teachers in their professional activity.

The Role of Digital Technologies in Maintaining the Mental Health of Foreign Language Teachers

The article examines the complex and multifaceted role of digital technologies in maintaining and preserving the mental health of foreign language teachers. In the context of the constantly growing use of digital tools in the educational process, the study opens a discussion about how digitalization affects the efficiency, organization and quality of work of foreign language teachers. On the one hand, digital tools open up new horizons for pedagogical practice, giving teachers access to a variety of educational resources, innovative teaching methods, and tools for effective time and materials management. This, in turn, can contribute to an increase in overall efficiency and job satisfaction, as well as provide new opportunities for professional development. However, along with the benefits of digital technologies, the article also draws attention to their potential risks and negative consequences. In particular, it focuses on issues such as digital burnout caused by excessive use of technology, feelings of isolation due to the reduction of direct interpersonal contacts and the risk of information overload. The article examines how these factors can negatively affect the psychological well-being of foreign language teachers, causing stress and a decrease in professional motivation. The authors emphasize the importance of providing effective psychological support, which can be a key element in preventing and solving these problems. The paper also highlights the need for further research in this area, emphasizing the importance of developing new strategies and approaches that can contribute to a better understanding and resolution of digital challenges. In particular, the authors call for research into the effectiveness of various methods of psychological support, the study of the impact of digital technologies on various aspects of mental health, and the development of holistic programs that include digital literacy training, stress management strategies, and techniques for supporting social interaction. In general, the aim of these studies is not only to improve the quality of the professional life of foreign language teachers, but also to ensure their general well-being in a rapidly changing digital world. The authors emphasize that such research is important not only for maintaining the individual health of teachers, but also for ensuring the sustainable development of educational institutions as a whole.

Autonomous motivational regulation as a resource for subjective professional well-being

The study focuses on subjective occupational well-being as its object of research. The subject of the study is to assess the impact of autonomous and controlled forms of professional motivation on the characteristics of subjective occupational well-being of industrial workers. The role of autonomous and controlled types of professional motivation concerning subjective occupational well-being is viewed within D. Leontiev's understanding of the «resource» category. The study sample consisted of 77 employees of two industrial enterprises in Barnaul, 48 of whom were directly involved in the production of material products, and 29 were engaged only in mental labor. Professional motivation was assessed in line with the Self-Determination Theory by E. Desi and R. Ryan, the concept of passion by R. Valleranda and K. Zamfira's approach. Subjective occupational well-being was investigated within the framework of the approach of E. Ruth and L. Augustova in addition to the optimal experience model of D. Leontiev. Established regression models demonstrated the positive contribution of autonomous motivational regulation to subjective professional well-being and, simultaneously, the negative impact of controlled motivation. The position on the importance of meeting basic psychological needs for autonomy, competence and relatedness for the formation of autonomous motivation, put forward in the Self-Determination Theory, is confirmed in our study. The practical significance of the research is based on the described methods of organizing a professional environment that contribute to the satisfaction of every psychological need. The theoretical significance lies in the proposition to consider experiences as «primary steps» in shaping subjective occupational well-being. It also makes up for the lack of data on the role of professional motivation in achieving subjective occupational well-being obtained in the Russian sample, considering the domestic understanding of the criteria of subjective occupational well-being.

Fostering Professional Identity Formation and Motivation for Joining Nursing and Midwifery Programmes among Undergraduate Nursing/Midwifery Students and Recent Graduates in Uganda.

Introduction: The development of a strong professional identity is influenced by the motivation behind enrolling in a nursing or midwifery programme. Professional identity is a driving force that sustains the commitment of nurses and midwives to nursing/midwifery and their dedication to the well‑being of those they serve. This study evaluated Ugandan students' reasons for enrolling in nursing and midwifery programmes. Furthermore, we investigated the nurse/midwifery practices that support professional identity creation in recent graduates and undergraduate nursing/midwifery students. Methods: A mixed‑method research approach was employed amongst nursing/midwifery students of Makerere University and Mbarara University of Science and Technology and recent nursing/midwifery graduates from Mulago National and Mbarara Regional referral hospitals. We collected quantitative data from 173 participants, and for qualitative data, we conducted six focus group discussions among recent graduates and students of nursing/midwifery. We used descriptive statistics and thematic analysis to analyse the quantitative and qualitative data. Results: Nearly all - 95.4% (165/173) - of the participants were motivated to undertake nursing/midwifery as their programme of study, and 94.2% (163/173) participants identified as nurses/midwives, all with an average score above 3. They also strongly agreed that they took up the programmes because they wanted to learn new things [111/173 (64.2%)] and considered nurses' groups important [68.8% (119/173)]. Participants proposed measures to promote the formation of professional identity among students and graduates, including the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and embedding of ethical principles, recognition and motivation, mentorship, leadership, career guidance and the inclusion of men and challenging of gender stereotypes. Conclusion: Participants were motivated to work in nursing. The ways to promote professional identity included the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and instillation of ethical principles, recognition and motivation, mentorship, leadership, career guidance and male inclusiveness and the challenging of gender stereotypes. Nursing and midwifery leadership needs to provide guidance, mentorship and empowerment; challenge gender stereotypes in nursing/midwifery practice; and give support while advocating for ethical practice.

MOTIVAÇÃO E SATISFAÇÃO DE TRABALHADORES DA SAÚDE ENVOLVIDOS NA LIMPEZA E DESINFECÇÃO DE SUPERFÍCIES

ABSTRACT Objective: To verify the levels of motivation and satisfaction of workers responsible for cleaning and disinfecting surfaces. Method: This was a cross-sectional, quantitative study of 69 healthcare workers at a Severe Acute Respiratory Syndrome Treatment Unit in Mato Grosso do Sul, Brazil. Data was collected between April and May 2022, using a sociodemographic and professional questionnaire and Motivation and Job Satisfaction Scales. Categorical variables are represented by absolute and relative frequencies, numerical by mean, standard deviation, median, and interquartile range. Results: The variables ‘Because I like this job’ (5.5), ‘Because this job fits in with my personal values’ (5.16), and ‘Because my job is my life, and I don’t want to fail’ (4.25) showed the highest mean scores for motivation. There was agreement on job satisfaction (4.07) and not wanting another job (2.6). Conclusion: Knowledge about everyday organizational life in health services has increased, enabling actions to be planned that have an impact on working conditions.

Pre-translation analysis and translation strategy as components of the translation process

The subject of the study is pre-translation analysis and the process of choosing a translation strategy, since these stages are among the primary ones in building the translation process. The author examines in detail such aspects of the topic as the impact on both the translation process and the approach to it, and, subsequently, on the final translation product, which only emphasizes their importance in the translation system. Special attention is paid to the theoretical database of concepts and the chronology of the formation of concepts and terms, as well as to various translation models, within which the author highlights the place and function of pre-translation analysis. The main conclusions of the study are statements about the primacy of the stages of pre-translation analysis and the formation of a translation strategy in most existing translation models. A special contribution of the author to the research of the topic is an attempt to accumulate examples of argumentation of the translation strategy by ancient authors as evidence of a much earlier formation of concepts than terms. The novelty of the research consists in an attempt to create a chronological base for the formation of concepts and terms and the accumulation of historical artifacts for the subsequent systematization of knowledge about the processes of pre-translation analysis and the formation of a translation strategy, which will subsequently become not only the basis for translation, but also a reflection of the professional motivation of the translator.

Theoretical Analysis of the Problem of Formation of Professional Readiness of Employees of the Ministry of Internal Affairs of Russia to Perform Official Duties

The author considers in detail such aspects in his work, which are devoted to the system of psychological support in the learning process. The study of the influence of the mental health of employees of the internal affairs bodies of the Russian Federation on their work productivity and communication in the service team. The subject of the research in the presented work was the process of professional education and training for law enforcement officers in various conditions. The purpose of the study was to determine the features of the formation of professional skills of employees of the internal affairs bodies of the Russian Federation. The object of the study was the professional skill formed by law enforcement officers in the process of performing official duties. The main conclusions of the study are the assumptions that the readiness of employees of the Ministry of Internal Affairs of Russia is often formed under the influence of various factors, circumstances and conditions. As the main ones, the author identified such as the development of professional motivation, psychological readiness to work in conditions associated with increased loads and peculiarities of service, awareness of the value of human and citizen life, the formation of verbal and non-verbal communication culture, the formation of tolerance to stressful situations, the absence of excessive requirements. The work is based on the analysis of fundamental and modern research on this issue, processing and drafting of modern provisions for training law enforcement officers to perform official duties.

The Level of Professional Motivation of Teachers of Post-Basic Education Schools in Al Dakhiliyah Governorate, Sultanate of Oman

The Level of Professional Motivation of Teachers of Post-Basic Education Schools in Al Dakhiliyah Governorate, Sultanate of Oman

Optimizing the Role of Teacher-Training Programs: Measuring Teachers’ Motivation Toward Professional Development

This study examines how in the academic environment of Sindh, Pakistan, in-service training sessions contribute to the professional skill development and motivation of instructors. The study has two primary aims. The first involved examining how teacher training programs affected instructors' willingness to continue in the classroom and to enroll in training programs. The second involved examining how these sessions affected teachers' ability to advance their careers and develop their confidence and self-efficacy. Data for the study were gathered using a survey research approach. To gather information from 450 instructors in Sindh, Pakistan—both private and public—a structured questionnaire was created. The information gathered from the survey was examined using statistical analysis. The study's findings demonstrate that in-service teachers are not as motivated or proficient in their professional development as they should be by training sessions. The main motivators for the instructors to attend these workshops are their financial and social advantages. According to the study, several essential elements of successful teacher preparation are absent from these in-service training sessions. As a result, the research suggests that training programs abandon their conventional methods and modernize to better meet the demands of teachers today. More than merely formal meetings, training sessions should be scheduled to prepare instructors for actual learning objectives. Future academics of teacher training programs may find value in the study's conclusions.

CREATIVE WRITING AS AN INTERACTIVE FORM OF THE GERMAN LANGUAGE TEACHING

Objective. The objective of the article is to consider the development of creative writing skills in foreign language classes; identifyithe main approaches to teaching writing; familiarization with methods of revealing the meaning of lexical units when explaining words, concepts and realities; offer a set of language creative exercises and games as methods of creative writing in the process of teaching a foreign language. Methods. The main scientific results are obtained using such research methods as analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. Based on the fact that the development of students' creative abilities and their acquisition of skills of independent educational and cognitive activity is currently one of the important tasks in the learning process, as well as the fact that creative writing, and in general, the written language began to occupy a special place in the teaching foreign languages, we came to the conclusion that the growth of the role of creative writing in the educational process is associated with the increased use of interactive forms of language work, since a creative approach greatly facilitates the processes of memorizing and learning new information. Many teachers note that it is written work, unlike other types of educational activities, that helps students to develop their creative abilities. It is very often difficult for students to express their thoughts competently both orally and in writing. In this connection, there is an obstacle to the development of a whole range of professional competencies, and one of the incentives in overcoming fear is creative tasks that increase educational and professional motivation. Practical tasks and exercises in creative writing during learning a foreign language: help to consolidate the material learned; aimed at the development and formation of the qualities of a creative personality, creative thinking, as well as a comfortable stay in a creative environment; make the process of learning a foreign language more interesting and less stressful and take place in a creative and relaxed atmosphere; help to get rid of fears and insecurities; make you want to share your thoughts and emotions in writing and orally. As a result, this causes the need to expand the vocabulary, to get acquainted with new lexical and grammatical structures, and thus there is an active search for different forms and ways of self-expression. It should also be noted that both written and oral forms of work can be used when teaching written communication due to the close interrelationship of all types of language activity, therefore the presented set of exercises and games can be used in foreign language classes in different versions depending on the type of communication skills , on the development of which the lesson is directed.

FEATURES OF PROFESSIONALISM OF CORRECTIONAL INSTITUTION EMPLOYEES WITH DIFFERENT LEVELS OF MOTIVATION FOR PHYSICAL AND SPORTS ACTIVITIES

Professional development plays a key role in the career and personal growth of every specialist. It includes not only the acquisition of new knowledge and skills, but also the formation of professional self-awareness, which allows the employee to realize his importance and responsibility to society.
 Therefore, the problem arises of searching for factors that influence the professionalism of employees at different stages of professional activity and developing a model of psychological and acmeological support that contributes to the formation of their professional competence.
 Purpose of the work: to study the features of motivation for physical culture and sports activities of employees of the penal system and its relationship with professional competence
 Materials and methods of research. The study was conducted on the basis of the institutions of the Federal Penitentiary Service of Russia in the Vologda region, 2 groups of respondents took part in it: group 1 – 25 employees of a special forces detachment involved in sports (athletes with ranks in wrestling) aged 23 to 27 years; group 2 – 25 correctional colony employees aged from 23 to 27 years old who are not involved in sports (employees of the educational department, administration employees).
 The methods “Motives for Playing Sports” by A.V. Shaboltas, expert assessment of the professional competence of employees of the penal system using an adapted “methodology for a comprehensive assessment of the professional performance of a state civil servant.”
 Research results and discussion. The results of the study showed that employees of the penitentiary system with different levels of motivation for physical education and sports activities have differences in professional competence. There is a relationship between professional competence and motivation for physical education and sports activities among correctional officers.
 The practical significance of the study lies in the possibility of applying the results in the development of programs for the development of professional competence of correctional officers, designed on the basis of differences in their motivation for physical education and sports activities
 The conducted research allows us to formulate the following recommendations:
 Purposeful formation of motivation for physical culture and sports activities of employees of the penal system through the development of internal attitudes and external stimulation will also contribute to the formation of health-preserving competence of employees.
 Creating conditions for the formation of motivation for physical culture and sports activities of employees of the penal system will contribute not only to increasing the level of physical fitness as a component of the professional competence of employees, but will also stimulate the manifestation of their subjectivity.

Психологічна компетентність у подоланні внутрішнього конфлікту педагогів у межах середовищного підходу

The article reveals the concept of ‘Psychological competence of teachers within the framework of the ecological approach’ and ‘Ecological approach in overcoming the internal conflict of teachers’. The purpose of the article is to justify the psychological competence in overcoming the internal conflict of teachers within the framework of the ecological approach. A model of psychocorrection of VC in the situation of psychosomatic disorders and a lecture course ‘Correction-relaxation training Recovery of resistance to conflict personality’ have been developed regarding the prevention of internal imbalance of teachers in the conditions of the eco-environment of higher educational institutions. Psychological support of teachers in the conditions of higher education is offered, which is a complex of psychologically determined measures that ensure the improvement of the effectiveness of pedagogical activities and the qualification of a person. At the motivational and value stage of the proposed model, professional motives (stable orientation of interests and needs) were determined, which are expressed in awareness of the social significance of one's activity and understanding of professional values aimed at self-realization in the process of activity. The criterion for the formation of the cognitive stage is the presence of scientific and theoretical (general cultural training), operational knowledge and abilities to organize professional activities. The reflexive-regulatory stage is characterized by the existing capacity for self-regulation and reflection.Solving the problems of the internal conflict of the individual within the framework of the ecological approach can be seen in the formation of a constructive model of behavior, the resolution of conflict situations positively in the conditions of an educational institution with the improvement of psychological influence and the humanization of the system of the educational process. This approach can contribute to the improvement of interpersonal relations, the establishment of emotional contacts with one's environment, the improvement of professional development and the restoration of conflict resistance of teachers.

Психологические аспекты профессиональной деятельности и благополучие женщин в сфере образования: возрастная динамика и гендерное сравнительное корреляционное исследование

The problem of the psychological well-being of women employed in the educational field currently still has a fairly wide range of unexplored issues. In this paper, well-being is considered in connection with the components of professional satisfaction and motivation, taking into account gender and age aspects. The study involved 140 people, including 103 women aged 20 to 75 years. The study was carried out using theoretical analysis of scientific literature, the Method for diagnosing the subjective well-being of a person (Shamionov & Beskova), Motivation Sources Inventory (version of Sidorenko), Job Satisfaction Survey (P. Spektor), Maslach Burnout Inventory (version by Vodopyanova & Starchenkova), Izard's Differential Emotions Scale adapted by Leonov and Kapitsa, test “Personal differential” (adapted at the Bekhterev Research Institute). Statistical methods: Shapiro-Wilk test, non-parametric Kruskal-Wallis test, pairwise comparison using the Dunn method, Spearman's rank correlation coefficient, Cohen's q and z- test for comparing two sample correlation coefficients. As a result, differences between different age groups of women were revealed in terms of professional stress, well-being and burnout, as well as differences for women and men in relationship between the psychological aspects of their professional activities and personality traits, emotions and well-being.

Студентоцентрична спрямованість у медичному освітньому просторі України на прикладі Івано-Франківського національного медичного університету

The issues of student-centred learning are fundamental in the organisation of educational activities of higher education institutions in Europe and are covered in many final documents of the Ministerial Conferences of the European Higher Education Area. Student-centredness is the accumulation and concentration of efforts focused more on the needs of the student, based on the consideration of the individual qualities of students, the ability to form individual educational trajectories. The essence of student-centredness is to create a model of education development in which a student turns from an object into a subject of educational activity, i.e. an active participant in the educational process. Purpose - to analyse the peculiarities of student-centredness as a modern direction of organising the educational process in higher education institutions and to determine the peculiarities of implementing a student-centred approach in the training of students at Ivano-Frankivsk National Medical University. On the example of Ivano-Frankivsk National Medical University, student-oriented/student-centred learning is one of the most effective pedagogical and methodological approaches. It is implemented by creating an individual educational trajectory in the first place. This is an individual way of realising the personal potential of each faculty applicant in educational activities, which is formed by determining and taking into account his/her personal abilities, own interests, educational and social needs, professional motivation, opportunities, and experience, based on the choice of types and forms of education of participants in the educational process and the proposed educational programmes, selected academic disciplines, their level of complexity, methods and means of teaching. An individual educational trajectory at the university is carried out through an individual curriculum, in particular, through the individual choice of disciplines, courses and educational programmes, the applicant’s research work, the development of spiritual potential and professional training. No conflict of interests was declared by the authors.

Оценка уровня развития должностных компетенций сотрудников Росгвардии

Introduction. The problem of creating a reliable system for evaluating employees of law enforcement agencies, selecting candidates and forming a personnel reserve is constantly within the sphere of researchers’ interests and involves the development and implementation of effective tools that allow both assessing professional suitability and forecasting the effectiveness of professional activity of employees. In relation to the employees of the non-departmental security units of the Rosguard, official competencies have recently become such a tool.
 The purpose of the study is to develop a technology for assessing the job competencies of employees of the non–departmental security (PSB) of the Rosguard within the context of a competence model. The object of the study were employees of the combatant units of the Rosguard of Russia in St. Petersburg and the Leningrad region (271 people), including 72 leaders (platoon and company commanders), 60 police officers and 139 PSB experts.
 Research methods. While developing procedures for assessing job competencies, the assessment center method, P. Ward’s 360-degree assessment method, comparative, correlation, factor, and regression analysis were used. The psychodiagnostic tools of the study involved a set of valid, reliable, complementary methods: expert assessment, standardized interview, short intellectual selection test CAT (V. N. Buzin, E. F. Vanderlik); standardized multifactorial method of personality research SMIL (L. N. Sobchik), self-actualization test SAT (E. Shostrom), the methodology of the motivational structure of personality (V. E. Milman), the methodology for assessing the level of neuroticism and psychopathization (I. B. Lasko, B. I. Tonkonogy).
 Results. The article presents the results of the empirical study of the level of development of job competencies of PSB employees. The authors come to the conclusion that such competencies as «professional motivation» and «compliance with official subordination» influence the effectiveness of the official activity of an ordinary employee, while such competencies as «professional motivation», «special knowledge», communication skills and the ability to use synergy in solving work tasks influence the effectiveness of the official activity of the head of the department.

Педагогическое сопровождение в деятельности руководителя органа внутренних дел

Introduction: The article defines the significance of pedagogy in the work of law enforcement leaders. The authors focus on the fact that in order to implement pedagogical functions and pedagogical support of administrative activity, law enforcement leaders should develop pedagogical competence. In this case, special attention is paid to pedagogical encouragement, described as a process of applying external stimuli that interact with motives and internal attitudes of an individual.
 Research methods: dialectical approach to the topic with the use of general and specific methods of scientific cognition, such as: system-structural, dogmatic, logical, as well as other methods.
 The anonymous questionnaire was conducted among 250 police officers to examine their attitude to the methods of professional activity motivation. 80 respondents were supervisors of different levels and 170 were subordinate officers. The data revealed that 64% of the respondentsholding executive positions are men and 36% are women(aged 35 to 47 years). Among the subordinates (aged 23 to 37 years) 72 % are men and 28 % are women. The results indicate the necessity of creating a pedagogical support technique for law enforcement leaders at any level.
 Results: The study draws a reasonable conclusion about the importance and necessity of apedagogical support technique mastering the activity of law enforcement leaders.

ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES

The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted.
 The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization.
 Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies.
 Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments.
 The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted.
 It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance.
 Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.

Characteristics Motivation of Work in the Context of Work Engagement Among Preschool Teachers

Being a specific group of educators due to the specifics of the organization as well as the pedagogical and psychological content of their activities, preschool teachers show both similar and different characteristics in comparison with their peers from other educational institutions. At the same time, data on their work engagement, as well as on its connection with autonomous and controlled motivation, are scarce. The purpose of this study was to identify the connection between the professional motivation of the preschool teachers and their work engagement. The research involved 260 female participants ( M = 35.95, SD = 10.08), of whom 131 were preschool teachers and 129 made up a comparison group (the respondents were employed in different fields of activity). Data were collected using the Utrecht Work Engagement Scale (UWES) by W. Schaufeli and A. Bakker (adapted by D.A. Kutuzova) and the Professional Motivation Questionnaire by E.N. Osin et al. The results of the study confirmed the hypothesis of a positive relationship between autonomous professional motivation and work engagement, and a negative relationship between controlled motivation and work engagement. In addition, data were obtained on the significant predictive role of autonomous motivation for the level of work engagement. It was also found that the preschool teachers had higher rates of work engagement, as well as autonomous and controlled professional motivation, than the respondents of the comparison group. At the same time, in the group of the preschool teachers, with pronounced autonomous motivation, the effect of controlled motivation, which is negative for work engagement, disappears, which was not found in the comparison group. The age of the preschool teachers turned out to make a positive impact to their work engagement. As prospects for further research, it is proposed to involve teachers employed at different levels of the educational process (preschool, junior school, etc.), as well as to clarify the role of age and experience of the preschool teachers in their work engagement and professional motivation, since the available data are rather ambiguous.

Depression, anxiety, stress, and job performance among Turkish nurses in the early post-earthquake period.

Individual and social concerns can negatively affect nurses' mental health during a large-scale earthquake's early stages, making it challenging to perform their professional responsibilities. This cross-sectional correlational study aimed to examine the relationship between depression, anxiety, and stress levels Turkish nurses experienced during an earthquake's early period. The nurses participating in this study were not directly present in the earthquake-affected area. The study was conducted on 232 nurses between February 10 and 25, 2023. The data were collected using the Depression, Anxiety,Stress-21 Scale and the Job Performance Evaluation Form developed by the researchers through a literature review. These were used to investigate nurses' work motivation changes due to the earthquake. The study followed the STROBE checklist for cross-sectional studies. The participants' depression levels were severe, anxiety levels were extremely severe, and stress levels were moderate following the earthquake. Nurses who felt exhausted experienced reduced energy levels toward their work and reported a decrease in their desire, effort, and work motivation to perform well. In addition, they had higher depression, anxiety, and stress scores (p<0.005). Psychological difficulties, including depression, anxiety, and stress experienced by nurses not directly present in an earthquake-affected area, reduced their professional efforts and motivation and negatively affected the patient care process. Further studies should focus on conducting comparative studies in different cultures affected by natural disasters on the longitudinal analysis of the impacts of nurses' psychological distress on their job performance. Nursing policymakers should be aware of the negative psychological effects experienced by nurses during the early post-earthquake period, even if they are not directly present in the earthquake-affected area. The study recommended that nurses should be provided with psychological support to deal with the negative effects of natural disasters and maintain job performance, including the nursing care process.

الدافعية المهنية لدى مدرسي الفيزياء في المرحلة الثانوية

The aim of the research is to identify the professional motivation of physics teachers in the secondary stage, The research community was determined by the physics teachers of the secondary stage in the Holy Karbala Education Directorate and for the academic year (2021-2022) AD.The descriptive research method was adopted for the current research procedures, and the size of the research sample(160) of the physics teachers for the secondary stage, consisting of (80) male and (80) female teachers, and they were chosen by the simple random method, In order to achieve the goal of the research, the researcher prepared a scale for professional motivation, which in its final form consisted of (45) items distributed over (10) Areas of professional motivation, the value of the scales stability coefficient was also calculated using Cronbach's alpha coefficient, whose value was (0.87) and the results showed that secondary school physics teachers possess a professional motivation with an arithmetic mean higher than the hypothetical average, and in light of the results, the researcher came up with several recommendations and suggestions. Key Words: professional motivation, physics teachers