Motivation of modern Ukrainian teachers’ professional activities: generation archetypes

The article gives an analysis of data of an All-Ukrainian Monitoring Survey conducted by the Ukrainian Educational Research Association using TALIS methodology among secondary school teachers to determine generation differences of professional activity motivation. According to the generation theory of W. Strauss and N. Howe, we implement the new variable “generation” into the empirical data in order to divide the selected cluster into homogeneous groups of representatives of the Silent Generation, Baby boomers, Generations X, Y, and Z. To find the motivation for professional activity, we used the methodological approach of J. Barbuto and R. Scholl. Appealing to the concepts of V. Rozanov, Iu. Kuliutkin and V. Bezdukhov, the authors of the article attempted to determine motivation methods for professional activity for all generations of teachers.


Introduction
The reform of the national school education system provides its transformation in accordance with the needs of society and socio-economic opportunities of providing the functioning of the system in a certain period. Key figures of the changes are certainly teachers. Providing education quality starts with the formation of teachers' motivated professional activity because they must adjust themselves to dynamically changing socio-economic and sociocultural conditions of education. They also must master innovative education technology, enrich, re-estimate and produce new knowledge, determine their place in society, assume new social roles, and be qualified and professionally mobile.
In the opinion of V. Rozanov [14] the efficiency of motivation control depends on the possibility to implement the learner-centered approach, namely on the knowledge of needs and individual characteristics of employees, understanding of their goals, wishes and ambitions, usage of a wide number of encouraging methods in communication with them including kindness, tolerance, and ethics. By forming teachers' motivation, school headmasters have an opportunity to reach the goal of the school functioning, form its reputation and increase the working performance of the teaching staff in general.
Developing the concept of educational management L. Kalinina, L. Karamushka, T. Sorochan, R. Shyian [2] appeal to the opinion that every teacher has his/her own relatively stable system of professional activity motivation, depending on their worldview, orientation, traits of character, self-awareness, life and professional experience. Therefore, motivation control should include the formation of favorable conditions to activate their professional activity.
The relationship between teaching activity motivation and values is one of the most complex and interesting problems for education researchers. V. Yadov [3] was the first to study values as an independent component of teaching activity, determining them as the axis of consciousness of the teacher, around which his/her thoughts and feelings are grouped. Taking into account the fact that the hierarchy of these values influences the expansion of vital interests, it is the professional values of teachers' orientation that determine the degree of their activity, according to the highest needs for self-expression and self-improvement. However, I. Bekh claims that some teachers have anti-innovation barriers. They think and act stereotypically because they used toper form a significantly narrower range of tasks. Their attitude toward changes is not sensible enough and the internal motivation for their professional activity is rather low [4]. In the first place, the question here is in the relationship between values and motivation for professional activities of teachers belonging to different age groups.
Nowadays under the conditions of a systemic crisis in the country teachers-enthusiasts, whose choice of profession is motivated by high social significance must be adaptive, dynamic, ready for all kinds of innovations to be able to avoid the situations of functional illiteracy and professional incompetence. Within the scientific approach of Iu. Kuliutkin, V. Bezdukhov [5] propose to consider the combination of teacher experience and self-reflection as the leading factors in the development of the education system. This approach emphasizes that knowledge of the leading motivation of professional activity and the hierarchy of personal values is an important but not sufficient condition to choose the best ways to encourage the teachers. Of extreme importance is how they perceive and evaluate certain situations and what they consider as expected of them.
In this sense, the need to determine the value differences among the representatives of various generations of teachers, the value points of their identification in order to avoid possible conflicts is relevant. In our opinion, that is why identification and analysis of differences in value systems, professional activity motivation and readiness for self-expression, self-improvement of representatives of different generations of teachers can define the range of possible problems on the way towards the formation of the new Ukrainian school and develop practical recommendations to improve the situation.

Results and discussion
According to the theory of W. Strauss, N. Howe [6] the values of representatives of different generations determined by the socio-economic conditions under which the personality and worldview of the generation representatives developed. Thus, the authors distinguishes among others the Silent Generation (people who were born in 1925-1942), the generation of Baby boomers (1943)(1944)(1945)(1946)(1947)(1948)(1949)(1950)(1951)(1952)(1953)(1954)(1955)(1956)(1957)(1958)(1959)(1960), Generation X or the 13th Generation , Generation Y or Millennially , Generation Z or Homeland Generation (since 2005). Indicated periods are relative. A basic duration of influence and transformation is about 20 years, which corresponds to socially and biologically determined phases of human life. Created on the ground of archetypes, specific images always correlate with the dominant cultural program of a certain period producing them. Generations of the same archetype are united by the specifics of the historical location, initial experience and general characteristics at the individual and system levels as and the general configuration of the life. W. Strauss, N. Howe paid special attention to the archetypes of generations (prophet, nomad, hero, artist) formed according to the "crisis-high-awakeningunraveling" cycles in the development of society [6]. The generation of prophets is born during the end of the crisis, thus they are characterized by morality and eccentricity. Born in the high cycle, the generation of nomads is distinguished by its rebelliousness, critical appraisal of the predecessors' activities, and pragmatic leadership. Heroes are born in the era of unraveling; they are characterizing by optimism, energy, individual pragmatism, and self-reliance. Then artists are born who get under hyper protection of their own predecessors. They are characterizing by individualism, adaptability, and aesthetics. Generations born in the eras of crisis and awakening are more active, independent, and become the driving force of historical events. Unlike them, those formed in the high and unraveling periods are considered as recessive, more adaptive to living conditions created by previous generations.
M. Titma [7] and B. Urlanis [8] carried out thorough researches of the generations' differences focused on the study of self-identification and values. Y. Levada investigated the characteristics of the age groups development and proved that the "generation gap" represents a split in the system of values, which takes place under certain circumstances of sociohistorical development [9]. Studying the social dynamics of post-Soviet societies, he concluded that the communities are characterized by inertness of social attitudes and values. It is demonstrated in consciousness change between generations and stereotyped behavior of the majority of representatives of these societies. According to the researcher, these trends considerably slow down the implementation of any reforms.
Analyzing the mentality types of different generations' representatives, V. Pischik highlighted their dominant values. Thus, in her opinion, representatives of the Silent Generation are characterized by loyalty, patience, honesty, and categoricalness, while Baby boomers are distinguished by optimism, collectivism, family orientation, and communication skills. Generation X is characterized by readiness to sacrifice, aesthetics of life, orientation towards common well-being, sociability, technical literacy, informality of views, heterogeneity, emotionality, and representatives of Generation Y are known by their innovative activity, naivety, hedonism, and the desire for quick reward. In contrast to its predecessors, Generation Z is self-centered and inattentive, but tolerant and fair at the same time, with its inherent "clip" thinking and short communications [10].
L. Novikova in her works adapted the theory of the generations of W. Strauss and N. Howe to Ukrainian reality appealing to the central events that occurred during the years of birth of the generations' representatives. She distinguished such generations as those who were born before the Second World War shift. Representatives of all four generations are united by the dominance of materialistic values, in particular, existential security and external authority. Unlike its predecessors, the generation of independence focuses on the development of their own abilities and competencies, considering them as a factor of wellbeing. Post materialistic values are prevalent for the group. Self-expression is less important for the Silent Generation than it is for Baby boomers and Generation X.
Mentioning the archetypes of generations demonstrated in the motivation of the teachers' professional activities, we should note the fact that motivation is very closely related to values and value orientations as consciously chosen guidelines for activity. Values are formed in the process of personal development and active work; they also enable motivation control. Teacher performance is not determined by one specific motive; it is polymotivational in its nature. For the teacher activity there are internal (reward, approval, prestige, career growth, etc.) and external motivations (interest in professional growth, result orientation, selfdevelopment, etc.). Value motivation for an individual in education establishment acts both as an effective tool in staff management and as an instrument for achieving the educational process goals. At the present stage of development of the general secondary education with its focus on innovation activity, the motive for self-improvement and self-actualization as readiness for activity under new conditions becomes especially important.
To determine the peculiarities of the motivation for professional activity, readiness for self-expression and self-improvement of representatives of different generations of teachers, we carried out an analysis of the data of the All-Ukrainian Monitoring Survey. The Survey was conducted in February-August 2017 by the Ukrainian Educational Research Association using TALIS methodology among the secondary school teachers. The research sample consisted of 3,600 teachers in 5-9 grades of 201 Ukrainian secondary schools [11].
In an open database formed on the results of the survey and presented on the official website of the Ukrainian Association of Educational Researchers, among other personal data about survey participants, their age was indicated. It let us divide the sample into homotypic and homogeneous groups of representatives of the Silent Generation, Generations X, Y, and Z through the introduction of the additional variable. It is similar to the interpretation of the theory of the generations of W. Strauss and N. Howe (the groups account for 0.4%, 26.3%, 54.2%, 19.0%, and 2% of the total sample size correspondingly) [6]. As for the peculiarities of professional activity, we should note that representatives of the Silent Generation and Baby boomers in most cases are completing their working career and retiring, while representatives of Generation X are at their highest position in profession, and representatives of Generations Z and Y are just beginning their career.
To determine the generation differences in the teachers' motivation for professional activity we used the methodological approach of J. Barbuto and R. Skoll and singled out five groups of motives. They are internal motives that focus on the process, selfimprovement and self-realization; external motives that include reward and approval of others; integrative motives that coordinate the goals of an individual employee with the goals of the whole staff [12].
The first important group of motives includes the system of leading interests and attitudes, the social orientation of a teacher as a representative of society and a performer of an important social task, his/her readiness for professional activity. Considering the importance of their profession in society, most representatives of the Silent Generation expressed themselves quite critically, as 85.5% of them disagree with the fact that teaching is valued in the modern Ukrainian society. Nevertheless, the others, in particular the teachers of Generations Y and Z are more optimistic as correspondingly 42.2% and 57.2% of them believe that the teacher's job is socially important.
However, despite the fact that the majority of respondents like to work at school, there is a certain ambiguity in their thoughts, namely, among representatives of the youngest group because they are the most dissatisfied with their choice of profession. On the other hand, the predominance of the conscious choice of the profession is also confirmed by the fact that 87.4 % of respondents agree fully or partially with the statement that the advantages of teaching career outweigh disadvantages. Indeed, teachers can be compared with altruists who refuse public recognition consciously in favour of favourite occupation, because for most of them it is not just a profession, but also a way of life (see tab. 1). It is quite logical that certain doubts about the level of readiness for professional activities are more peculiar to young teachers, primarily due to the lack of experience (see table 2). Since they consider themselves prepared in terms of content filling of subjects, but have doubts about the methods of teaching and the progress of teaching practice. For teachers of Generations X, Y and Z, there is a positive trend to age reducing, which can evidence qualitative changes in the process of training specialists in higher education institutions, increasing the effectiveness of professional development activities etc. However, these assumptions require further studying. Self-improvement and self-realization are important determinants of teacher's professional development. They ensure the expansion of his/her opportunities, interests, and the formation of individuality.
Readiness for self-improvement appears only when a teacher is internally free from any fears, failures, critically evaluates his/her abilities, opportunities, and is aware of the need for change. Silent Generation should urgently improve their skills in working with information and computer technologies. Generation Z has little experience in assessing student behavior and class guidance. The younger the generation of teachers is, the more they feel the need for professional development in the field of individual learning, working with students with special needs. The archaism of the professional activity of the Silent Generation is a biased attitude towards the possibility of teaching children with physical and mental health disabilities together with healthy children (see table 3). However, they actively express their readiness for selfimprovement, as well as representatives of other age groups.
There are no particular differences in age preferences among organizational forms and methods of self-improvement and self-realization, except the tendency of Generation Z representatives to borrow advanced teaching experience of older colleagues in such forms as scientific, practical teaching conferences and seminars, reference/review visits to enterprises, public and non-governmental establishments. The younger teachers are, the less they need to participate in qualification programs and the more desirable an active practice of sharing experiences through mentoring and/or engaging in learning, participating in the activities of professional associations is. The high level of self-motivation confirmed by the fact that almost half of the representatives of the Silent Generation, Generation Z and every fourth representative of the Baby boomers, Generations X and Y are willing to pay for participating in advanced training activities (see table 4).
Analyzing the existing obstacles to selfimprovement and self-realization, determined by the teachers' estimates, it is noted that the index of the balance of assessments is indicative, which is defined as the difference in percent of positive and negative response options multiplied by a factor of 1 and 0.5 respectively. For representatives of the Silent Generation, the biggest obstacles for professional development are the inconsistency of their time (most professional development programs are implemented during my working hours), which leads to disruption of the educational process, and the lack of stimulation of participation in such events by school authorities. The younger the teachers are, the less they care about the fact that professional development events are carried out during working hours. For representatives of Generations X and Y a more significant obstacle to self-improvement than for others is the lack of reward for participation in such events, as well as the lack of time because of family obligations (see table 5).
As for the last group of motives, namely the consistency of the goals of a particular teacher with the goals of the teaching staff, we should note that the majority have the opportunity to participate in school management on a democratic basis. Only the more ambitious representatives of Generations X and Y have some doubts. The majority of respondents also agree that an atmosphere of mutual understanding and mutual assistance prevails at schools where they work (see table 6). Among other motives of professional activity, one should pay attention to the motives of having selfprofit (material satisfaction and approval from others). Thus, answering the question about how the results of the assessment of professional activity influenced the official recognition by the head teacher and colleagues, all respondents of Generation Z noted positive changes, almost every seventh teacher of Generations X, Y and Baby boomers noted minor changes. In the opinion of half of the respondents, despite the positive assessment of the activity, their success brought no payment rise nor career advancement. However, most teachers think that the results of the assessment increase their selfconfidence and work enjoyment, as well as strengthen professional activity motivation. This fact confirms conscious internal motivation for professional activity prevailing in most teachers of Silent Generation and Generation Z, and peculiar to almost half of representatives of Generations X, Y and Baby boomers (see table 7).