| Abstract [eng] |
Definitely, as nature of the educational process changes, more and more attention is paid to the experience of a pedagogue. This way, a conception of a pedagogue‘s role and its functionality become shifted. (Gedvilienė, G., Laužackas, R. and others, 2008). A teacher – educator needs managerial competences in order to implement the renewed general educational programs. Activity of the pedagogue should be targeted to the teaching/ learning methods, ways related to the educatees‘ evaluation and self-evaluation, which help to ensure the educational quality. Nevertheless, the educational quality depends on the pedagogues‘ competence, educatees‘ motivation, educational measures, etc. (Tamašauskas, 2012). Efforts of the pedagogues are among the most important factors predeterming quality of the educational results. Good teachers – educators may even somewhat compensate gaps in the educational content and vice versa. Professional improvement of a pedagogue is the substantial shift which should be considered while developing such strategy. (Juodeikaitė, Pocevičienė, 2003). Attitude of other people towards the pedagogic work, responsibility, their honesty, work activeness in general determine work results and life quality at the same time along with the speed of its level improvement. Managers of educational institutions should find out how to improve the work motivation among preschool educational pedagogues as well as use their potential in the best ways possible. (Bučiūnienė, 1996). The principal motivation factors would be remuneration, self-assessment, possibility to improve oneself, to strive for higher aspirations, creative atmosphere, respect, positive feedback by managers (Deci, Ryan 2000) Object of the research: analysis of the motivation to work as a preschool pedagogue. Aim of the research: to analyse expression of the motivation to work as a preschool pedagogue based on assurance of the educational quality. |
