Teachers’ self-efficacy and satisfaction with the professional activities as predictors of their motivation development

The article presents the analysis of predictors of school teachers' motivational readiness – satisfaction with their professional activities and the influence of their beliefs in self-efficacy. The work draws on psychological and pedagogical research analyzing the characteristics of professional motivation in general education specialists and socio-pedagogical and psychological factors of its development. The components of teacher motivation are identified in the value, goal, emotional-volitional, and reflective aspects associated with teachers' satisfaction and their perceptions of self-efficacy, as well as trends in their dynamics. The findings have important implications for teacher recruitment strategies, efforts to stabilize the teaching staff, and improvement of teacher education programs aimed at building a sustainable and motivated teaching staff. This study adds a new dimension to understanding the mechanisms for managing the professional motivation of teachers in general education organizations.