SPECIFIC FEATURES OF EDUCATOR’S MOTIVATION TO COLLABORATION WITH JUNIOR ACADEMY OF SCIENCES

Abstract

The article examines the motivational factors that influence the involvement of educators in cooperation with the Junior Academy of Sciences of Ukraine (JAS) in the context of wartime, increased professional workload, and educational transformation. In view of the growing role of out-of-school education and the instability of the modern educational environment, the study of teachers’ professional motivation is of particular importance. The theoretical part includes an analysis of classical motivation concepts (A. Maslow, F. Herzberg, D. McClelland, V. Vroom, F. Taylor) and modern Ukrainian approaches to teachers’ professional motivation. Professional motivation is treated as a multidimensional system that combines internal aspirations and external incentives, including the need for self-realization, social recognition, and organizational support. The empirical study involved 21 educators who cooperate with the JAS and included the use of the T. Ehlers’ “Diagnosis of Motivation for Success” and the “Self-Assessment of Stress Resistance” questionnaires.The majority of respondents (71.4%) have an average level of motivation, which indicates the preservation of basic professional activity even in conditions of social instability. The average motivation score is 15, which corresponds to the upper limit of the average level. Correlation analysis (r = –0.076) did not reveal a statistically significant relationship between motivation for success and stress resistance, which indicates a complex, indirect nature of their interaction. The article highlights problematic aspects: lack of time, emotional stress, and limited resources. Conclusions are drawn about the expediency of developing a system of support for educators, and directions for further research are identified.