MANAGING TEACHER MOTIVATION IN GENERAL EDUCATION SCHOOLS: A SELF-DETERMINATION THEORY PERSPECTIVE

The article addresses the problem of managing teacher motivation in general education schools from the standpoint of self-determination theory (SDT). The relevance of the study is determined by the direct influence of teacher motivation on the quality of education, on teachers' psychological well-being, and on the retention of teaching staff in the context of ongoing educational reforms. The purpose of the study is to theoretically substantiate and develop a model of motivational management applicable to a general education school. The research methods include systematic analysis of scientific literature, generalization, classification, and pedagogical modeling. The paper reveals the structure of teacher work motivation, identifies the key factors that support or undermine autonomous motivation, and proposes a four-stage managerial model (diagnostics of the motivational profile — design of the motivational environment — implementation of need-supportive mechanisms — monitoring and feedback) aimed at satisfying teachers' basic psychological needs for autonomy, competence, and relatedness. The practical significance of the study lies in the possibility of using the proposed model and recommendations by school principals and deputy heads in everyday managerial practice.