Motivational features of teachers as a condition for the integration of social and digital systems

Abstract

The purpose of this work is to study the motivational characteristics of preschool teachers with different levels of digital literacy. The study involved60 people (30 teachers of kindergartens with a higher level of digital literacy and 30 teachers with a lower level of digital literacy).To study the motivational characteristics of teachers, we used: a questionnaire for determining digital literacy (Google Forms); A. Mehrabian's test questionnaire aimed at measuring achievement motivation (modification by M. Sh. Magamed-Eminov); N.P. Fetiskina "Diagnostics of the level of partial readiness for professional-pedagogical selfdevelopment", methodology "Scale of readiness for creative and innovative activity" by S.Yu. Stepanov. The study shows that teachers with higher and lower levels of digital literacy have differences in cognitive and motivational readiness for professional and pedagogical self-development, differ in the degree of readiness for creative and innovative activities. Motivational differences are identified among teachers with different levels of digital literacy.