PEDAGOGICAL FACTORS FOR INCREASING LEARNING MOTIVATION AND PRODUCTIVITY OF SCHOOLCHILDREN IN SCHOOLS WITH LOW LEARNING OUTCOMES

Abstract

The article deals with an urgent issue related to the need to improve the quality of education in schools with low learning outcomes. It explores existing approaches to overcoming professional shortages of teachers, in which psychological and pedagogical aspects are less visible. The conclusion is made that it is necessary to search for effective ways to work with low-motivated and low-performing schoolchildren who demonstrate academic failure. A review of scientific research aimed at describing the causes of schoolchildren’s failure is being conducted. The results of a survey of teachers from weak schools aimed at identifying their professional development needs are presented. Studying scientific sources and doing research reveal that the pedagogical factors are proposed to increase learning motivation and productivity of schoolchildren in schools with low learning outcomes. These factors are associated with the need for teachers to use interdisciplinary technologies, the use of neuropsychological approaches, the updating of conflict-free communication with schoolchildren, the development of effective strategies for cooperation with parents, the development of digital culture of teachers and their mastery of tools for professional health preservation. The suggested solutions can be used in the design of professional development programs for teachers and in the corporate training of teachers in schools with low learning outcomes.