51
Непрерывное образование в интересах устойчивого развития. –
Санкт
-
Петербург,
2015.
2.
Musurmanova O., Isakulova N., Jumaniyozova M. Umumiy pedagogika II-qism
darslik.
–
T.: Innovatsiya-Ziyo, 2020.
3.
Jumaev A. Yosh pedagog kadrlar kasbiy kompetentligining ayrim masalalari //
Pedagogika.
–
Toshkent, 2015. -
№1.
4.
Mengliev B., Ziyodullaeva G. Til ta’limiga kompeensiyaviy yondashuv // Ma’rifat.
–
Toshkent, 2014 yil 29 mart. -
№26.
5.
Mudrik A.V. Sotsializatsiya cheloveka.
–
Moskva: Akademiya, 2005.
INTERCONNECTION OF PROFESSIONAL MOTIVATION AND PEDAGOGICAL
ACTIVITY OF FUTURE SPECIALISTS
Yuldasheva S.M., associate professor, UzSWLU
Abstract.
In the essay, experts in the field of pedagogy explore motivational
difficulties. The primary and primary factors impacting this profession's decision are
underlined. The desire for power is one of the primary motivations of instructors that is
taken into account in the job. An essential component of the teaching profession is the
desire for and execution of the demands of power. The theories of G.Murray and
D.Verroff are examined in the study.
Key words:
motivation, professional motivation, affiliation motive, power motive.
The destiny of every state is directly correlated with its level of educational
progress, as is known from the annals of global history [1]. Based on this reality, we may
state that motivation is the primary element influencing an individual's activity,
behavior, and activity. Only by taking into consideration a student's motivational traits
can any instructional contact be successful. Numerous domestic and international
scholars (S.I.Grigoriev, L.G.Guslyakova, M.V.Kondratyeva, S.G.Maksimova, L.V.Topchiy,
E.I.Kholostova, G.Berner, H.Svedner, R.Tomlisson, etc.) have written about issues related
to the professional training of experts in the field of education. One of the key elements
in a teacher's efficacy is motivation. First and foremost, teachers' professional
motivation should not have a compensating element and score highly on affiliation
measures. However, job satisfaction may decline and the source of professional drive
may alter as a specialist's years of service in the area lengthen. The challenging
psychological and emotional working environment provide an explanation for this
situation. since a result, it is crucial to pay close attention to the teacher's motivational
traits, since they are what influence his personal and emotional mental harmony and
sufficiency, as well as the efficacy and success of the activities he does.
This means that a teacher's professional activity, regardless of the kind of work
done, falls within the category of professions with enhanced moral responsibility for the
health and well-being of individuals, demographic groups, and society as a whole. A
teacher's mental and physical health is negatively impacted by the ongoing stressful
conditions that they encounter at work, as well as by personal insecurity and other
moral and psychological issues. Studies have shown that being a teacher is a career that
comes with a lot of responsibility and emotional strain as well as extremely ambiguous
success standards. As a result, this situation has a big impact on how professionals in
this industry develop their professional motivation [2]. Affiliation (the want to interact)
is a major factor in one's decision to pursue this line of work since only via interpersonal
52
conversation can one's desire for power be realized and satiated. A person's desire to
build trusting, emotionally supportive relationships with others typically represents the
affiliation motive. Internally, or psychologically, it manifests as a sense of love and
loyalty, and outwardly, it takes the shape of sociability, the desire to work with others,
and the need to always be with them. Communication partners who share these goals do
not see one another as a method of achieving personal goals or as rivals to be
subordinated, but rather as partners in equal collaboration. As a result of satisfying the
motive of connection, people begin to form open, trustworthy relationships based on
compassion and mutual aid. The desire for power is a very significant additional
motivator for a person's instructional effort. It is described as a person's enduring and
outwardly displayed desire to rule others. The motivation of power is defined by
G.Murray as the propensity to exert control over one's social surroundings, including
other people, and to exert various forms of influence over other people's conduct, such
as persuasion, coercion, suggestion, deterrent, prohibition, etc. In order to influence
others to act in accordance with their needs and interests, win their favor, secure their
cooperation, establish their own righteousness, and defend their position, as well as to
influence, direct, organize, lead, supervise, rule, subordinate, dominate, and impose
conditions, are all manifestations of the power motive. D. Veroff, another authority on
the subject, sought to understand the psychological underpinnings of the power urge.
According to him, power motivation is the desire and capacity to find joy in dominating
others. He believes that strong emotional reactions to keeping or losing psychological or
behavioral control over others are indicators that a person has a drive for power.
Another indication of a power drive in a person is joy in dominating another person in
an activity or sorrow over failure, as well as resistance to following orders [3].
It is common knowledge that those who want control over others have particularly
strong power motives. Its roots most likely stems from a person's ambition to be better
than others. Neo-Freudians were the first to pay attention to this purpose. One of the
primary motivations for human social conduct was identified as the purpose of the
authorities. The dominance of one person over others is psychologically reinforced in a
number of different ways. First, the power to praise and punish others. Second, the
power to compel others to take specific activities, such as through enforcing a set of
moral and legal rules that provide certain people the authority to govern and others the
duty to submit [4].
References:
1. Musurmanova A.
Issues of strengthening the family institutions in Uzbekistan:
Theory and practice //ACADEMICIA: An International Multidisciplinary Research
Journal, 2018. Т. 8. № 10. С. 4
-11.
2. Кондратьева М.В.
Влияние длительности трудового стажа на
выраженность
мотивации
достижения
специалистов
социально
-
психологического профиля // Вестник Северо
-
Кавказского государственного
технического университета: научно
-
исследовательский журнал. Ставрополь:
СевКавГТУ, 2011. № 3 (28). С. 170
-174.
3. Yuldasheva S.M. Pedagogikal Foundations for Cultivating students’Creatiity
.CENTRAL ASIAN JOURNAL OF THEORETICAL AND APPLIED SCIENCES Volume: 04
Issue: 09 | Sep 2023 ISSN: 2660-5317.https://cajotas.centralasianstudies.org.
4. Sociology, I ASU, 2003, No. 2 (28), pp. 75
–
80.
53
5. Isakulova N. USE OF THE CASE OF THE METHOD IN TEACHING SPECIAL TERMS
IN THE ENGLISH LANGUAGE //European Journal of Research and Reflection in
Educational Sciences Vol.
–
2019.
–
Т. 7. –
№. 5.
6. Isakulova N. METHODS OF USING COURSES OF OPEN EDUCATION IN
IMPROVING MEDIA OF COMPETENCE OF STUDENTS (ON THE EXAMPLE OF ENGLISH)
//European Journal of Research and Reflection in Educational Sciences Vol.
–
2019.
–
Т.
7.
–
№. 5.
“O‘ZBEK” DAVLATCHILIGI TARIXIDA AYOLLARNING O‘
RNI VA ROLI
Abulova M.K., TDPU
“Pedagogika” kafedrasi o‘
qituvchisi
Annotatsiya.
Mazkur maqolada
O‘
zbekistonda olib borilayotgan insonparvar
siyosatning muhim qismi b
o‘
lmish ayollar masalasiga ba
g‘
ishlangan. Unda
davlatchiligimiz tarixida munosib
o‘
rin egallagan dono, oqila va jasur ayollarimizning
davlatni bodhqarish, xalqni yagona maqsad y
o‘
lida birlashtirish, farzandlar tarbiyasi va
harbiy sohani rivojlantirish haqidagi faoliyatlari manbalar asosida ilmiy jihatdan chuqur
tahlil etilgan.
Kalit s
o‘
zlar:
davlat, farzand tarbiyasi, ayol.
Ma’lumki, ayollarning jamiyatda tutgan o‘
rni shu jamiyatning taraqqiyot darajasini
belgilash uchun muhim mezon sanaladi. Garchi jahon miqyosida ayollar erkaklar bilan
teng huquqli b
o‘
lishga qonuniy asosda
o‘
tgan asrga kelib erishgan b
o‘
lsalar-da, ular
insoniyatning k
o‘
p ming yillik tarixida eng keskin vaziyatlarda
o‘
z oilasi va jamiyat
manfaatlarini doimo erkaklar bilan bir safda turib, himoya qilganlar. Ayol doimo
jamiyatning eng muhim a’zosi va ustunlaridan biri bo‘
lib kelgan. Zero, muhtaram
Prezidentimiz Shavkat Mirziyoyev ta’kidlaganidek, “oila va jamiyat ustuni,
hayotimizning fayzi va k
o‘
rki b
o‘
lgan xotin-
qizlarni e’zozlash, ularga hurmat va ehtirom
k
o‘
rsatish xalqimiz uchun azal-azaldan buyyuk qadriyat b
o‘
lib kelgan va shunday b
o‘
lib
qoladi”.
Markaziy Osiyo xalqlari davlatchiligi
o‘
tmishiga nazar tashlansa, turli tarixiy
jarayonlarda erkaklar bilan bir qatorda ayollarning faol ishtiroklari haqidagi
ma
’lumotlarni uchratish mumkin. Xususan, To‘
maris, Qabaj xotun, Saroymulkxonim,
Gulbadanbegim, Mumtozmahalbegim kabilar jamiyat tarixida
o‘
ziga xos
o‘
ringa ega
b
o‘
lib, uni rivoji uchun hissa q
o‘
shdilar.
Shu
o‘
rinda nafaqat Sharqda, balki butun dunyoda
o‘
z jasorati bilan nom qozongan
T
o‘maris faoliyatiga e’tibor qaratsak maqsadga muvofiq. Yunon tarixchisi Gerodotning
yozishicha,
o‘
sha davrda Eronda yuzaga kelgan ahamoniylar saltanati juda kata hududlar
–
Midiya, Lidiya va Bobilni egallagan. Shunday katta hududni zabt etgan ahamoniylar
saltanati hukmdori Kir II
o‘
zining qariyb ikki yuz ming kishilik lashkari bilan
mamlakatimiz hududiga hujum qilganida, massagetlar qabilasi boshli
g‘
i T
o‘
maris bilan
t
o‘
qnashadi. Kir II ning
o‘
z nikohiga olish taklifini rad etgan T
o‘
marisning
o‘g‘
li xiyla
bilan q
o‘
lga olinadi. Lekin T
o‘
maris dushmanga yon bermay, uni jangga chaqiradi. Yunon
tarixchilarining e’tirof etishicha, To‘
maris boshchiligidagi massagetlar ahamoniylarga
shunchalik qaqshatqich zarba beradilarki, natijada dushmannintg bitta ham jangchisi
omon qolmaydi. Bu hol juda qadimdanoq mamlakatimizda nihoyatd jasur, erksevar,
harbiy mahorati yuksak va boshqaruv qobiliyati kuchli ayollar b
o‘
lganligidan dalolat
beradi.
