University faculty motivation to students’ distant evaluation

Rostov State Transport University, 2, Rostovskogo Strelkovogo Polka Narodnogo Opolcheniya Sq., Rostov-on-Don, 344038, Russia

^* Corresponding author: isaeva.te@yandex.ru

Abstract

During the period of remote learning in Russia, caused by measures to combat coronavirus infection in 2020, many university professors realized that dissatisfaction with the quality of their teaching activities, the teaching methods and the conditions in education was carried out, significantly reduced their motivation to teaching activity. The analysis of scientific literature showed that there is a lack of research on the motivation of university faculty, which is explained by the public attitude towards the initially high motivation of professors and the lack of methodological tools for conducting research. We used the following research methods: competence-based and system-activity approaches, as well as several theories of motivation developed by Russian and foreign scientists. Realizing that faculty motivation is one of the main factors that can ensure high quality education through the introduction of advanced teaching technologies, the article presents the results of an empirical study that made it possible to determine four main groups of negative factors that affect faculty motivation to carry out distant evaluation of the students. The recommendations are formulated for the university faculty, educational and methodological departments and administration of universities, which can contribute to the growth or maintenance of the faculty motivation both in “face-to-face” and distant educational process.