The influence of existential concepts of freedom and responsibility on the design of motivation systems for teaching staff
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Abstract
The present study is devoted to the analysis of the influence of existential concepts of freedom and responsibility on the formation of effective motivation systems for teaching staff. In the context of constant transformations of the educational environment, the study of the deep philosophical foundations that determine the motivational structure of teachers is of particular importance. The aim of the work is to identify key existential determinants that influence motivational processes in the teaching environment, and to formulate principles for designing personalized motivation systems. The methodological basis was formed by a comprehensive approach that integrates phenomenological analysis, quantitative methods for studying teachers' motivational profiles and structural modeling of the relationships between variables. The empirical database includes data from 786 respondents from educational institutions of various levels. The results demonstrate a statistically significant correlation between the understanding of existential freedom and responsibility and the level of autonomous motivation (r=0.72, p<0.001), and also identify four key motivational clusters of teachers with different ratios of these parameters. The proposed multifactorial model of the motivation system, which takes into account the existential foundations of professional activity, shows an effectiveness of 67?8% when tested in a real educational environment. The results obtained expand the theoretical understanding of motivational processes in education and offer practical tools for improving the effectiveness of human resource management in educational organizations.
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