PERSONAL FACTORS OF TEACHERS MOTIVATIONAL READINESS FOR INNOVATION

Abstract

The goal of the research is to reveal the level of development of the factors that define the level of the teachers’ motivational readiness for innovation. 35 teachers from the Chelyabinsk Boarding School for Hearing-impaired (Acoustically Challenged) Children Municipal Budgetary General Education Institution No. 12 participated in the research. According to the intellect diagnostics by using the Amthauer SFt-3 test, it was revealed that 91.4% of the testees were intellectually ready for innovations. According to the results of diagnosing behavioral and axiological indices of the personality based on the A. Shostrom’s self-actualization test, the testees showed absolute readiness for innovations on the following levels – temporal orientation (82.8%), synergy (74.3%), self-acceptance (88.6%), flexibility of behavior (80%), and rapport (91.7%). The study of the personality orientation according to the B. Bass’s orientation questionnaire (V. Smekalo’s and M. Kucher’s Questionnaire) showed that 100% of the testees had the orientation necessary for the innovation. The diagnostics of the level of achievements motivation when using the G. McMurray test showed that 91.4% of teachers had its required level. The diagnostics of professional burnout by using the V.V. Boyko’s questionnaire showed that every fifth teacher (20%) had the symptoms of professional burnout.