| Summary: | Introduction: the need for study of the actual state of professional activity motivation of higher education teachers is determined by the growing social role of university teachers in the development of modern society. However, it is noted in some research papers that currently university teachers are in the most difficult position, which is caused by the decrease of social and public recognition of the value of the profession, the staff deficit, staff aging and turnover. As a special problem, the crisis of motivation and professional identity in the sphere of higher education stands out alongside with the significant complication of the work of teachers of modern higher education. In these conditions, the main task is to develop and implement fundamentally new, effective management policy aimed at attracting, retaining and motivating highly qualified scientific and pedagogical personnel. The starting point for solving this problem should be a diverse study of the motivation of the work of the modern teacher of the university.Materials and Methods: the article presents a set of methods that provide diverse assessment of the current state of motivation of teachers at the university: the questionnaire "Motivation of the professional activity" (K. Zamfir), a questionnaire for identifying factors that stimulate and impede the teaching, development and self-development of teachers (Shamov), a questionnaire to study the motivation of the professional activity of the university teacher (E.G. Gutsu)Results: the results of the pilot study of the motivation of the teachers at the university are presented. The presentation of teachers about the factors that stimulate and impede professional development, the subjective perception by teachers of the changes taking place in higher education is revealed.Discussion and Conclusions: the conducted study suggests that the management of the motivation of the work of teachers with the help of administrative resources does not always lead to the development of labor motivation of university teachers and raise the questions of the need to search for internal reserves for the development of the motivation of the higher education teachers.
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