The Category of Creativity in the Formation of Professional Motivation of the Teaching Staff in the Academic Milieu of a Higher Education Institution

Abstract

Creativity plays a special role in the formation of professional self-awareness and professional motivation of a higher education teacher. The paper presents the results of a study of the category of creativity in the formation of professional motivation of the teaching staff in the academic milieu of a higher education institution. The conclusions have been drawn that, not having a decisive influence on students’ activities, being emotionally attractive, creativity becomes super-significant in the first years of work, embracing all the teacher’s relationships: professional, family, friendly, as well as selfdevelopment. Creativity comes first in all respects. With the length of service from 2 to 10 years, taking first place in the system of values, creativity somewhat loses its position in activity and potency. With the length of service of more than 10 years, not being as emotionally attractive as in all previous years, creativity is very dynamic, volatile, and is recognized as having an impact, primarily on the past and present of a specialist, but not on his future. For this group, creativity is included in the system of important needs - situationally determined, which arise under the influence of external circumstances. They are less stable than the basic ones, they can complement them, they are a form of compensation, determining what a person is currently concerned about. Thus, creativity is a prerequisite for achieving success in professional activities, with an increase in the length of service being more and more an urgent need, dynamically changing from the past to the present, from situation to situation.