Psychological problem of the motivational component among teachers of higher educational institutions

The research problem is to examine the contradiction between the standardization of measures aimed at developing university faculty motivation and the need to create an individualized approach to developing intrinsic motivation. The purpose of the study is to examine the motivational structure of higher education faculty.
The research hypothesis is that the creation of an individual teacher profile and the development of a set of corrective measures based on it will contribute to increasing the intrinsic motivation of higher education institution employees.
The individual motivational profiles of university faculty, based on empirical and theoretical evidence, are key characteristics in the development and adjustment of intrinsic motivation. The authors' scientific results are essential for teachers to understand the key characteristics encompassed in the concept of "intrinsic motivation" and their role in their professional work. For employers, knowledge of an employee's individual profile will help optimize the work process, taking into account the interests and capabilities of the teacher.
This article presents the results of an empirical study examining the motivational structure of higher education faculty. The authors conducted a comparative analysis of various perspectives on the classification of motives that influence professional motivation for teaching. They identified groups of factors that influence the personal effectiveness of both the teacher and the entire teaching staff.
The paper presents the results of a study of 60 respondents from the faculty of Southwestern University. The aim of the study was to examine the motivational structure of higher education teachers through a number of key components that serve as factors in motivational profiles such as «progressive», «regressive», «expressive», «impulsive », and «flattened».

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