Motivational Readiness of Teachers for Continuous Professional Development in Moscow Schools with Low Educational Results

This study is devoted to the problem of teachers' motivational readiness for continuous professional development. The paper analyzes the factors influencing teachers' motivation for self-development, and offers recommendations for improving the effectiveness of this process. The study was conducted on the basis of 10 educational institutions in Moscow with low educational results, 169 teachers took part in it. The methodology of V.I. Zvereva and N.V. Nemova was used to assess the level of readiness of teachers for development. The results showed significant differences in teachers' motivational readiness depending on work experience: teachers with up to 5 years of experience demonstrate the highest level, while teachers with more than 10 years of experience have a decrease in motivation. The key stimulating and hindering factors of professional development have been identified. Based on the data obtained, recommendations have been developed for heads of educational organizations to create an effective system of motivating teachers to continuous professional development.