Motivation Management of Professional Activity of Teachers as

Factor of Sustainable Education in Sports Schools

Elena Zakharova

and Svetlana Bernikova

Kurgan State University, Kurgan, 640020, 63 Sovetskaya str., p. 4, Russia

Keywords: Motivation, Motivation Management, Sustainable Education, Organizational and Pedagogical Conditions,

Motivational Environment, Material Motivation, Moral Stimulation.

Abstract: The article deals with the problem of improving the motivation management of professional activity of

teachers as a factor of sustainable education in sports schools. The article presents a theoretical analysis of

the issues of formation and development of teachers’ motivation in educational organizations. The results of

diagnostics of motivation of professional activity of couches-instructors in sports school are described. The

indicators of external and internal motivation of teachers are determined. The article analyzes the factors of

attraction of the profession of a coach-instructor, the most attractive of which was the opportunity to realize

abilities and capabilities and the least attractive is the level of salary. The levels of formation of the

motivational environment of a sports school are revealed. The motivation of professional development of

teachers was at a high level, the motivation of teaching and educational activity of teachers was at a middle

level and the motivation of innovative activity was at a low level. The positive characteristics and main

disadvantages of the motivational environment of the institution are also identified. The article presents the

organizational and pedagogical conditions developed in the course of the research and a set of measures to

improve the motivation management of couches-instructors.

1 INTRODUCTION

In modern conditions of modernization of education,

most teachers experience difficulties. They are related

to the frequent changing requirements for the

organization and implementation of the educational

process, the need for innovation, the development of

new curricula and programs, and the mastery of

information and communication technologies. At the

same time, salary in the new conditions remains the

same and does not correspond to the efforts, spent by

teachers. All these lead teachers to a feeling of

anxiety, stress, a decrease in self-esteem.

Accordingly, the motivation of labor activity is

reduced. The administrations of educational

organizations are in similar conditions. Therefore, it

is necessary to find the best methods and forms of

motivation of employees to successful, creative

activities that contribute to the support of sustainable

education.

https://orcid.org/0000-0002-0672-2317

https://orcid.org/0000-0002-6232-9018

Sports educational organizations are no

exception. Here it is more difficult to motivate the

coaching staff, that have to work in conditions of

gyms in need of repair, outdated equipment or its

lack, low salary. There is also the problem of

attracting young personnel to work in sports schools,

since they prefer to choose private halls, fitness

centers, where salaries are much higher (Nosova,

2016). This problem is of particular relevance in

small subsidized towns. Here, sports youth, having

received education, prefer to go to more successful

large cities rather than work in fitness centers. Thus,

the relevance of the problem of teachers’ motivation

in a sports school of a small city is not in doubt.

2 METHODOLOGY

The methodological and theoretical basis of the

research was the works on the motivation of foreign

scientists: M. Mescon, A. Maslow, F. Herzberg, D.

456

Zakharova, E. and Bernikova, S.

Motivation Management of Professional Activity of Teachers as Factor of Sustainable Education in Sports Schools.

DOI: 10.5220/0010670200003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 456-462

ISBN: 978-989-758-597-5

McClelland, V. Vroom and others; as well as works

of domestic scientists: A. M. Moiseeva, M. M.

Potashnik, S. A. Shapiro, A. P. Egorshin, O. S.

Vikhanskiy, E. P. Ilyin, N. S. Pryazhnikov, M. V.

Kitaeva and many others.

The classical research methods were used in the

research: studying and analyzing literature,

corresponding to the problem, as well as documentary

sources and information resources; interviewing,

questionnaires, methods of motivation diagnostics,

methods of mathematical statistics, summative

assessment.

The purpose of the research was to study the

theoretical and practical aspects of the problem of

motivation of couches-instructors as a factor of

sustainable education in a sports school, to conduct

experimental work on its study, diagnostics and to

develop management recommendations. Research

tasks were to carry out a theoretical analysis of the

problem of the formation and development of

motivation of teachers; to run diagnostics of

motivation of couches-instructors in a sports school;

to develop organizational and pedagogical conditions

for effective management of motivation of sports

school teachers and directions of their

implementation.

The scientific novelty of the research consists in

determining organizational and pedagogical

conditions for effective management of the

motivation of the professional activities of teachers of

a sports school. The theoretical significance of work

is in receiving characteristics of motivation of

couches-instructors of a sports school and in defining

organizational and pedagogical conditions of

management of teachers’ motivation a sports school.

The practical significance is in the fact that the use of

the developed conditions and activities for their

implementation will contribute to increasing the

effectiveness of the activities of couches-instructors,

and therefore the school itself, and can also be used

in the management practice of other educational

organizations.

3 RESEARCH RESULTS

Let us consider the theoretical aspects of the problem

of forming motivation of teachers in educational

institutions.

3.1 Literature Review

Researchers understand the role of labor motivation

in different ways. M. Mescon sees the motivation of

labor as one of the independent functions of

management and believes that it manifests itself in the

desire of a person to satisfy his needs through labor

(Mescon et al., 2017). O. S. Vikhanskiy characterizes

motivation as the encouragement of an employee to

work under the influence of internal and external

factors (Vikhanskiy, 1999). Yegorshin A.P. believes

that if the activity is motivated by internal factors, a

person does not need remuneration. When the

motives of activity arise under the influence of the

outside, there is an external motivation, which is

based on rewards (positive external motivation) or

punishments (negative external dominant)

(Yegorshin, 2013).

Scientists consider content and procedural

theories of motivation. In psychological and

pedagogical literature, content theories of foreign

scientists are discussed in detail. A. Maslow believes

that a person works to satisfy his needs (Maslow,

2019). F. Herzberg identifies factors of labor activity:

external, or hygiene (remuneration, rest, comfortable

conditions) and internal, or content (interesting and

creative work, career growth, success, satisfaction

with work). Hygiene factors, according to the

scientist, do not stimulate the employee, but their

absence negatively affects the activity. However,

content factors are good motivators (Herzberg, 2007).

According to D. McClelland, the motivation of a

person to work is formed under the influence of the

most significant needs for achievement, affiliation,

power, avoidance. For example, if a teacher wants to

achieve something, he will show initiative, autonomy,

responsibility, he seeks to achieve goals in more

effective ways, which encourages him to improve

himself (McClelland, 2007). H. Heckhausen revealed

this trend: when a person seeks success and achieves

it, he explains it with internal reasons, that is, with his

abilities, hard work, determination; and those workers

who do not show much effort, blame external reasons

for their failures: conflict with the boss, colleagues,

lack of funds, time, etc. (Heckhausen, 2003).

Procedural theories explain the reasons for the

formation of motivation. According to Expectancy

theory by V. Vroom, successful motivation of an

employee is possible when the result of his work

satisfies the employer, and remuneration for work

corresponds to the expectations of the performer.

(Musagitova, 2018). According to the theory of S.

Adams, a person expects a fair assessment and

remuneration of his work by an employer. Porter-

Lawler combined the ideas of V. Vroom and S.

Adams, believing that a person’s motivation to work

is formed under the influence of expectancy for fair

remuneration for the work done (Mermann, 2019).

Motivation Management of Professional Activity of Teachers as Factor of Sustainable Education in Sports Schools

457

3.2 Teacher Motivation Management

Let us consider the peculiarities of managing the

motivation of teachers in an educational organization.

According to E.O. Kuroedova, in educational

institutions, the management of motivation of

teachers is the sphere of administration activity on

organizing the work of employees (Kuroedova,

2006). M.V. Prokhorova believes that thanks to the

management, the educational organization retains its

structure, functionality, implementation of goals and

objectives of educational activities, as well as

motivation of teachers (Prokhorova, 2016). The

motivation function has a great influence on the

success of organization management. The creation of

a competent motivation system in the organization

makes it possible to increase its efficiency and

effectiveness due to the high quality of each teacher’s

work on condition that he is satisfied with his

activities. The administrator needs to realize a

motivation system, which includes direct (salary

system) and indirect (system of additional non-

monetary compensation) material motivation, as well

as non-financial motivation (Vitic et al., 2016).

3.3 Material and Moral Incentives for

Teachers

The main part of a teacher’s income is the salary,

which consists of two parts: basic and stimulating.

According to N. S. Zotkina, an effective salary system

encourages employees to work optimally, while

ineffective one leads to dissatisfaction, worsening of

labor discipline, and quality decrease (Zotkina et al.,

2017). In addition to salaries, there are regular

additional payments: salary increment and extra pay.

According to the Law “On education in the Russian

Federation”, an educational institution can

independently determine the indicators and sizes of

bonuses for employees (Federal Law, 2012). Salary

increments (for seniority, for high achievements in

labor and high level of qualification, for the duration

of continuous work, etc.) are fixed by a collective

agreement. Some salary increments are established

legislatively (Article 144 of the Labor Code of the

Russian Federation). Extra pays (for special working

conditions, for overtime work, for concurrent service,

class management, etc.) are regulated by Article 149,

151 of the Labor Code of the Russian Federation

(Federal Law, 2018).

In addition to salary increment and extra pay for

pedagogical workers, an incentive fund is provided.

To determine incentive payments, a commission

should be created at a school which includes the

administrators of the organization, trade union

workers and teachers.

In order to improve social and economic aspects

of the institution, administration needs to implement

specific social programs (Alabugin et al., 2017). In

this regard, material incentives should be used in

combination with non-financial (moral) incentives,

which are based on public recognition, an adequate

assessment of the employee’s merits. Forms of moral

incentive can be: awarding honorary distinction,

memorable gifts, expressing gratitude, publications

about distinguished labor of an individual or team;

creation of flexible working hours; stimulation with

free time. Such incentive may also be corporate

holidays, the main goal of which is to unite the team

on the basis of informal communication, to welcome

newcomers into the team, to create the image of the

organization (Adetunji, 2017).

Thus, in order to manage the motivation of

teachers effectively, the administrator needs to ensure

the correct interaction of material and non-financial

incentives, to develop and improve them constantly

in accordance with the goals and objectives of the

educational organization.

4 DISCUSSION

To study the process of managing teachers’

motivation in a sports school, we carried out

experimental work. Its goal was to diagnose teachers’

motivation of a sports school and to develop

organizational and pedagogical conditions and

practical recommendations for improving the

management of its development. The study was

carried out on the basis of the municipal budgetary

institution of supplementary education “Sports school

for children young people No. 1 named after A. A.

Semenov" in the city of Kurgan. 32 trainers and

teachers participated in the experiment. The

qualifications of most teachers correspond to the

profile of work and position. 24 people (75%) have

higher education, 8 people have secondary vocational

(25%).

To analyze the process of managing the

motivation of pedagogical workers, documentation

was studied on the working conditions, on stimulation

and motivation of couches-instructors. They were a

collective agreement, a regulation on the

remuneration of workers, a regulation on the

procedure for charging salary increment and social

extra pay to official salaries of employees from the

incentive fund, etc. (The official website, 2019).

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458

4.1 Factors of Attractiveness of the

Profession

In accordance with the goal and objectives of the

ascertaining stage of the experiment, the diagnostics

of the attraction factors of couches-instructors’

profession was carried out according to the

methodology of V. A. Yadov in the modification of

N. V. Kuzmina, A. A. Rean (table 1).

We ranged profession attraction factors for

couches-instructors of a sports school. The most

attractive motivational factors were the following:

work correspondence to abilities, capabilities (84%),

as well as the possibility of their realization (69%);

favorable working regime (72%); correspondence of

work to values and beliefs (66%); the possibility of

professional self-realization (66%); social

recognition and respect (63%). The obtained data

correspond to the results of the questionnaire of

trainers on the most significant professional qualities

(on a 10-point scale): moral qualities - 9.2;

psychological and pedagogical training - 8.9; love to

work, communication skills - 8.8; knowledge of the

sport - 8,6; willpower - 8.1 (Emanova et al., 2020).

Table 1: Attraction factors of teachers’ profession of sport

school.

Attraction factors

Significan

coefficient

Absolute

value,

people

Relative

value, %

1. Work corresponds to my

abilities, capabilities

0.67 27 84

2. Favorable working

regime

0.48 23 72

3. Work allows realizing

capabilities, needs

0.41 22 69

4. Content of work

corresponds to my beliefs,

values

0.35 21 66

5. Possibility of

professional self-

realization and career

developmen

0.35 21 66

6. Opportunity to achieve

social recognition, respect

0.29 20 63

7. Professional activities do

not interfere into personal/

family interests

0.23 19 59

8. Work gives certain

advantages, benefits,

privileges

0.23 19 59

9. Ability to work with

people

0.16 18 56

10. Importance of

profession in society

- 0.16 13 41

11. Work does not cause

overfatigue

- 0.67 5 16

12. Salary suits - 0.75 4 13

Among the least attractive factors (having minus

coefficient) are: dissatisfaction with salary (87%);

work causes overfatigue (84%); decrease of the

prestige of the profession in society (59%).

Thus, most school couches-instructors work with

pleasure, as they are engaged in their favorite

occupation and they are professionals. At the

beginning of the year they have a clear idea of what

results should be achieved by the end of the year in

order to keep their reputation and not to give rise to

criticism from the administration. However,

achieving maximum results is complicated due to

insufficient material and technical means. There is

not enough training and safety equipment, the sizes of

the halls do not meet international standards. The

halls are in a high worn-out state, the ventilation

system does not work well, etc. Gratification is

limited mainly to forms of moral encouragement. The

leading motive for couches-instructors is to keep or to

increase their professional reputation.

4.2 Indicators of Motivation of

Professional Activity of Teachers

The results of the diagnostics of motivation of

teachers of “Sports school for children young people

No. 1” are presented in the table 2. It was carried

out according to the methodology “Motivation of

professional activity” by K. Zamfir in the

modification of A. Rean.

According to data processing, the result was

obtained which shows that in the studied sports

school the dominant labor motivation was internal

(IM - on average 3.8 points out of 5 possible). The

teachers receive satisfaction from the training process

and have the opportunity to realize their abilities.

Among the external motives for couches-instructors,

the leading ones were positive motives (EPM - on

average 3.35 points): salary, the need to earn

reputation from students and colleagues; career

growth. The least significant of the external

motivations was negative (ENM - on average 2.67

points): fear and avoidance of criticism, censure

about their work. As a result, we received the formula

IM > EPM > ENM, which characterizes a favorable

motivational complex. Thus, in a sports school the

trainers are stimulated by the training process itself,

first of all, to a lesser extent they are stimulated by

salary and, to the least extent, by the fear of

punishment.

Motivation Management of Professional Activity of Teachers as Factor of Sustainable Education in Sports Schools

459

Table 2: Motivation measures of professional activity of sports school teachers.

Measures

Manifestation of

measures

To very little

extent (1 point)

To little extent

(2 points)

Neither to great

nor to little

extent

(

oints

)

To quite great

extent

(

oints

)

To very great

extent

(

5 баллов

)

relative

value,

absolu

value,

eople

relativ

value,

absolu

value,

eople

relativ

value,

absolu

value,

eople

relativ

value,

absolu

value,

eople

relat

ive

valu

e,%

absolu

value,

eople

1. Salar

3.1 1 12.5 4 25 8 34.4 11 25 8

2. Desire to be

romote

3.1 1 34.4 11 37.5 12 18.7 6 6.3 2

3. Desire to avoid

criticism from

administrator or

collea

ues

9.4 3 31.3 10 56.2 18 3.1 1 0 0

4. The desire to avoid

possible punishments

or troubles

6.3 2 34.3 11 40.6 13 12.5 4 6.3 2

5. Need for social

prestige and respect on

the part of others

3.1 1 9.4 3 34.3 11 34.4 11 18.8 6

6. Satisfaction from

process itself and

work result

0 0 6.3 2 15.6 5 46.8 15 31.3 10

7. Possibility of most

complete self-

realization in this

activity

0 0 6.3 2 40.6 13 40.6 13 12.5 4

4.3 Results of Diagnostics of the

Motivational Environment of the

School

To collect information about the motivational

environment, we conducted a questionnaire of the

pedagogical team according to the methodology of

V.S. Lazarev. The level of environmental

development was determined based on the total

average: 0 - 54 points show low level, 55 - 109 show

middle level, 110 - 162 show high level. The analysis

of diagnostics data of motivational environment of

educational activity of sports school revealed the

average level of formation of this indicator: average

93.5 points out of 162 possible (5.2 out of 9 possible)

or 58% of maximum level.

The following motivational measures turned out

to be the highest: teachers experience positive

emotions in work more often (average 7.8 points out

of 9). The trainers have a clear idea of work results (7

out of 9); results expected of trainers correspond to

their capabilities (6.7 out of 9).

The weakest aspects of the motivational

environment of educational activities are: teachers’

dissatisfaction with the fairness of encouragement

(5.1 out of 9); organizational conditions required to

achieve results (4.8 out of 9); lack of awareness

among educators of the criteria for encouragement

(4.5 out of 9); little attraction of the forms of

encouragement used; (3.5 of 9); availability of

material conditions necessary to achieve results (3.2

of 9).

The diagnostics of the motivational environment

of innovative activity of a sports school revealed a

low level of formation of this indicator: on average

57.5 points out of 162 possible (3.2 out of 9 possible)

or 35.5% of the maximum level. The most acute

problems related to innovation were identified:

excessive tension required to implement innovation

(average point 3.5 out of 9); lack of material and

technical conditions for effective use of innovation

(2.7 out of 9); the lack of a system of rewards for

innovation and little attraction of the forms of rewards

used (2.5 out of 9). The administration’s insufficient

attention to the material and moral motivation of

innovators is, in our opinion, one of the main reasons

that teachers do not seek to master and introduce

innovations in the training process.

The analysis of the diagnostic data of the

motivational environment of professional

development of teachers revealed a high level of this

indicator: an average point of 117 out of 162 (6.5 out

of 9) or 72% of the maximum level. Therefore,

couches-instructors have good opportunities and

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460

motivation for professional development. So, in a

sports school there is an opportunity to advance in

qualification grades (from third to highest), in

positions (from coach, senior coach to methodologist,

senior methodologist and administrator). Teachers in

the process of training sportsmen, with their

participation in competitions, receiving prizes,

categories, as well as in the process of advanced

training, gain appropriate points and increase the

qualification category.

The main shortcomings of the motivational

environment of professional development of trainers

were revealed: uncertainty in the fair distribution of

bonuses (average point 4.5 out of 9); low value of

rewards (4.2 out of 9); lack of material and technical

conditions necessary to achieve high results of

training activities (3.7 out of 9).

4.4 Organizational and Pedagogical

Conditions for Effective

Management of Teachers '

Motivation

The analysis of measures of motivation of

professional activity of the pedagogical team,

motivation environment of a sports school allowed us

to formulate organizational and pedagogical

conditions of effective management of motivation of

professional activity of teachers in a sports school and

events corresponding to them.

1. Availability of prospects for professional

development of teachers. Activities on the

implementation of the condition are: organization of

interviews with teachers on the creation of individual

development trajectories; holding seminars and

workshops on methodological work; formation of a

plan-schedule for the further training of teachers;

mentoring of young couches-instructors; conducting

professional competitions.

2. Creating a favorable psychological climate in

the team and a positive motivational environment.

Activities to implement the condition are: classes of

the “Club for psychological support of trainers”,

including psychological games, trainings for

communication interaction, self-regulation of

psycho-emotional conditions, prevention of

professional burnout; organization of corporate

holidays.

3. Ensuring individual approach to employee

activities. Activities to implement the condition

include: individual work of the administrator with

each teacher (conversations, consultations);

promotion of participation in competitions, trainings

of personal growth.

4. The existence of a system of moral and material

incentives for the activities of teachers. Areas of

activity are: adjustment of the “Regulations on the

remuneration of teachers”; development of the

“Regulation on the intangible stimulation of

teachers”; approval of the composition of the

commission on the distribution of incentive

payments, on the assessment of the performance of

coaches; organization of intra-school competitions,

actions, flash mobs; delivery of certificates of honor

and letters of thanks.

5. Improvement of the methodological and

material and technical base necessary for the effective

work of teachers. Implementation activities are as

follows: compiling a register of needs; equipping the

sports halls and workplaces of trainers with the

necessary equipment, technical means;

methodological support of trainers’ activity;

organization of methodological assistance and

psychological support for young trainers in

preparation for classes.

6. Creation of comfortable working conditions for

teachers. Areas of activity consist of: ensuring

sanitary and hygienic standards in the school

premises; improvement of coaching rooms,

recreation areas, food areas, delivery of drinking

water; regular medical examinations; providing

employees with the membership to the gym and pool;

registration and provision with trip tickets to health

camps and sanatoriums for employees and their

children.

5 CONCLUSION

In the course of the study of motivation of teachers in

a sports school, the theoretical analysis of the problem

was carried out. The experimental work revealed the

following: the most attractive factors of the

profession for couches-instructors is the

correspondence of work to abilities, the possibility of

their implementation. The least attractive factor is

dissatisfaction with salary. The activity of teachers is

motivated by the content of their work, the desire to

achieve positive results. Motivation of training

activities of trainers is at the middle level, motivation

of innovation activity is at the low level, motivation

of professional development of teachers is at the high

level. The main disadvantages of the motivational

environment are the lack of the necessary material

and technical conditions for achieving high results; a

poorly developed remuneration system;

dissatisfaction with the fairness of encouragement.

Organizational and pedagogical conditions for the

Motivation Management of Professional Activity of Teachers as Factor of Sustainable Education in Sports Schools

461

effective management of motivation of teachers of a

sports school have been developed. They are a

prospect of professional development of pedagogical

workers, a creation of a favorable psychological

climate in the team and a positive motivational

environment, ensuring an individual approach to staff

activities; the existence of a system of moral and

material incentives for the activities of teachers, an

improvement of the school’s methodological and

material and technical base, creation of comfortable

working conditions of teachers. The practical

implementation of the proposed organizational and

pedagogical conditions will contribute to increasing

the efficiency of managing the motivation of teachers

as a factor of sustainable education. The increase of

the interest of couches-instructors in the results of

their activities will increase the quality of education

and teachers’ pedagogical skills, give an additional

stimulus to improve their qualifications.

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