Pages: 143-150 | DOI: 10.37724/RSU.2026.78.2.014 |
EDN: — | UDK: 159.947.5:371.124
Abstract In the context of the transformation of the modern education system, the issue of motivation and professional satisfaction in teaching has acquired particular academic and practical significance. The increasing professional and emotional workload, the growing complexity of regulatory requirements, and changes in the educational environment intensify the influence of motivational factors on teachers’ professional resilience and the stability of the staff in educationalinstitutions. This article provides a theoretical study aimed at integrating contemporary concepts of motivation and job satisfaction among teachers. The aim is to provide a theoretical foundation for and integrate contemporary motivational concepts in order to construct a coherent analytical framework for motivation and job satisfaction in teaching, taking into account the specific characteristics of the educational environment. The theoretical assumption of the study is that the integration of contemporary motivational concepts allows for a more complete explanation of the stability and dynamics of job satisfaction among teachers compared to the use of individual theoretical models. The scientific novelty of this study lies in the development of an original integrative theoretical model of motivation and job satisfaction in teaching. The methodological basis of the study consists of theoretical methods of analysis, generalization, and systematization of the scientific literature, a comparative analysis of classical and modern approaches, as well as the method of integrative theoretical modeling. The study analyzed classical theories of motivation and modern concepts, including self-determination theory, the job demands and resources model, and the theory of resource conservation. Based on their comparison, the differences and complementary nature of these approaches in the analysis of teaching work were identified. The result of the study was the development of an integrative theoretical model that combines the psychological, organizational, and resource levels of the formation of motivation and professional satisfaction among teachers. The proposed model allows us to view motivation in teaching as a dynamic process that depends on the coordinated functioning of basic psychological needs, the conditions of the educational institution, and the stability of personal and professional resources. The findings confirm the validity of an integrative theoretical approach to analyzing motivation and professional satisfaction in teaching and provide a foundation for further empirical research and the development of managerial and psychological-pedagogical solutions in the field of education
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