MOTIVATIONAL ASPECTS OF PROFESSIONAL DEVELOPMENT OF TEACHERS OF RUSSIAN AS A FOREIGN LANGUAGE IN UZBEKISTAN

Abstract

The article presents some results of a study of the factors influencing the professional development of Russian as a Foreign Language (RFL) teachers in the Republic of Uzbekistan. Based on the analysis of scientific literature, three major clusters of motives for professional development of RFL teachers are identified: “Motives of professional necessity and development”; “Social and humanistic motives” and “Motives of personal growth and self-realization”. Based on the data from an anonymous survey of RFL teachers (n=158) in Samarkand and the Samarkand region, three distinct motivational profiles of teachers were identified. The first cluster, “Development”, consists of 89% of teachers who are highly motivated and driven by a desire for professional growth. The second cluster, “Career”, consists of 32% of teachers who are focused on external incentives and career prospects. The third cluster, “Commitment”, consists of 28% of teachers who are forced to participate in professional development programs to avoid problems and fulfill their obligations. Recommendations have been proposed to enhance internal motivation.