Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario Roman Oleksenko 1 , Vlada Bilohur 2 , Oleksandr Nepsha 3 , Svitlana Hryshko 4 , Halyna Matviienko 5 1 Volodymyr Vynnychenko Central Ukrainian State University, Kropyvnytskyi, Ukraine. E-mail: roman.xdsl@ukr.net; ORCID iD: https://orcid.org/0000-0002-2171-514X 2 Uzhhorod National University, Uzhhorod, Ukraine. E-mail:bilovlada@gmail.com; ORCID iD:http://orcid.org/0000-0003-1053-2716 3 Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine. E-mail: nepsha_aleks@ukr.net; ORCID: http://orcid.org/0000-0003-3929-9946 4 Bogdan Khmelnitsky Melitopol State Pedagogical University, Zaporizhzhia, Ukraine. E-mail: gryshko245@gmail.com; ORCID: https://orcid.org/0000-0002-5054-3893 5 V.I. Vernadsky Taurida National University, Kyiv, Ukraine. E-mail: halyna.matviienko@gmail.com; ORCID: https://orcid.org/0000-0002-5265-8379 Resumen. El objetivo de este estudio fue examinar los factores socioeconómicos que inﬂuyen en la motivación de los profesores universitarios en sus actividades profe- sionales. El estudio también analizó los mecanismos y estrategias para incrementar la motivación docente con foco en mejorar su efectividad, satisfacción laboral y desarro- llo profesional. El estudio utilizó un enfoque analítico, análisis funcional-estructural, análisis comparativo, evaluación de expertos y métodos de recomendaciones prácticas para recopilar y analizar datos. Basándose en una revisión de la literatura y datos empí- ricos, el estudio identiﬁcó estrategias clave para mejorar la motivación del personal do- cente, entre ellas: ofrecer salarios competitivos que sean acordes a las cualiﬁcaciones y la carga de trabajo; la introducción de diversas formas de incentivos ﬁnancieros, como boniﬁcaciones por publicación, becas de investigación, remuneración basada en la an- tigüedad y boniﬁcaciones relacionadas con la acreditación; Fomentar la motivación no monetaria a través de oportunidades de avance profesional, premios formales, acceso a programas de desarrollo profesional y recursos académicos; crear un entorno social fa- vorable a través de iniciativas de intercambio, programas de investigación ﬁnanciados por la universidad y cooperación intrainstitucional; mejorar las condiciones de trabajo Recibido: 12/03/2025 ~ Aceptado: 28/07/2025 INTERACCIÓN Y PERSPECTIVA Revista de Trabajo Social ISSN 2244-808X ~ Dep. Legal pp 201002Z43506 DOI: https://doi.org/10.5281/zenodo.16916337 Vol. 15 (3): 968 - 984 pp, 2025

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 969 Vol. 15(3) julio - diciembre 2025/ 968 - 984 Socio-economic factors shaping the motivation and professional growth of university faculty Abstract. e purpose of this study was to examine the socio-economic factors inﬂuencing the motivation of university faculty in their professional activities. e study also analyzed mechanisms and strategies for enhancing faculty motivation, with a focus on improving their eﬀectiveness, job satisfaction, and professional development. To col- lect and analyze data, the study employed an analytical approach, functional-structural analysis, comparative analysis, expert evaluation, and practical recommendation meth- ods. Based on a review of literature and empirical data, the study identiﬁed key strategies for enhancing faculty motivation, including: ensuring a competitive salary aligned with qualiﬁcations and workload; introducing various forms of ﬁnancial incentives such as publication bonuses, research grants, seniority-based pay, and accreditation-related bo- nuses; promoting non-monetary motivation through career advancement opportunities, oﬃcial awards, access to professional development programs, and academic resources; fostering a supportive social environment through experience-sharing initiatives, univer- sity-funded research programs, and intra-institutional collaboration; improving working conditions by modernizing classrooms, laboratories, and providing comfortable rest ar- eas; and implementing ﬂexible employment models that allow faculty to balance teach- ing and research activities. e implementation of these measures is expected to enhance university competitiveness, reduce faculty turnover, and create favorable conditions for the professional growth of academic staﬀ. Keywords: University faculty motivation, higher education institution, ﬁnancial motivation, non-ﬁnancial motivation, social motivation. INTRODUCTION e motivation of university faculty plays a crucial role in improving their productivity, foster- ing professional growth, and enhancing the quality of the discipline curriculum. Properly motivated university faculty are more committed to lesson preparation, which, in turn, positively inﬂuences the professional training of students (Tomashevs’ka, 2023). A signiﬁcant factor in increasing faculty mo- tivation is the encouragement of research and scientiﬁc activities (Altamirano, 2024). Participation in research projects not only fosters interest in securing research grants through competitive tenders but also boosts faculty members’ publication activity and their engagement in academic conferences. mediante la modernización de las aulas y los laboratorios y la provisión de zonas de descanso cómodas; y la introducción de modelos de empleo ﬂexibles que permitan al profesorado combinar actividades de docencia e investigación. Se espera que la imple- mentación de estas medidas aumente la competitividad de la universidad, reduzca la rotación de personal y cree condiciones favorables para el crecimiento profesional del personal investigador y docente. Palabras clave: motivación del profesorado universitario, institución de educación superior, motivación ﬁnanciera, motivación no ﬁnanciera, motivación social.

970 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 Enhancing faculty motivation helps address the issue of high staﬀ turnover, increases job sat- isfaction, and fosters a stable academic workforce by ensuring continuity within university teams (Samborska et al., 2023). Well-motivated faculty also contribute to building a positive institutional reputation, which, in turn, attracts prospective students (Rubia et al., 2023). A motivated academic workforce fosters a creative work environment and promotes a support- ive and collaborative atmosphere within the institution (Urdabayev et al., 2024). Eﬀective motiva- tion strategies also enhance the competitiveness of the educational services oﬀered by universities. In their research, authors (Sindisiwe et al., 2023) identify several key types of employee moti- vation (Figure 1). Figure 1. Types of employee motivation in an organization Source: Compiled according to Sindisiwe et al., 2023. Financial motivation for university faculty should include fair and competitive compensation that corresponds to their workload, as well as various bonuses and incentives for publishing scientif- ic papers, securing research grants, and implementing research projects (Samko, 2023). Additional ﬁnancial incentives may include seniority-based salary increments, ﬁnancial assistance for personal or family-related circumstances, as well as reimbursement for transportation costs and housing ex- penses (Puja et al., 2023). Non-ﬁnancial motivation for university faculty includes opportunities for career advancement, oﬃcial recognition and awards, access to research fellowships, and participation in scientiﬁc confer- ences. Additionally, creating a comfortable working environment, fostering conditions for creative self-fulﬁllment, and ensuring institutional support for faculty members’ professional responsibilities are essential factors in non-ﬁnancial motivation (Venkatesh et al 2023). Social motivation in the workplace may involve organizing corporate events to foster team cohesion, facilitating participation in pension programs and health insurance plans, and providing wellness support for employees and their families. Intrinsic motivation among university faculty includes personal satisfaction derived from ful- ﬁlling professional responsibilities, opportunities to participate in cutting-edge research projects, creative self-actualization, and the societal prestige associated with the academic profession (Ven- katesh et al., 2021).

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 971 Vol. 15(3) julio - diciembre 2025/ 968 - 984 Extrinsic motivation factors include individual performance evaluation by university leader- ship, public recognition, and the availability of well-equipped workspaces (Kerry et al., 2021). According to Tabachuk (2022), several key factors contribute to the demotivation of university faculty (Figure 2). Figure 2. Factors contributing to the demotivation of university faculty Source: Compiled according to Tabachuk, 2022. Increasing societal and student expectations of universities, which often cannot be met due to limited ﬁnancial resources, have a negative impact on faculty motivation (Wilson, 2024). Addition- ally, competition among universities in the higher education market, along with the opportunity for faculty to secure employment in business sectors oﬀering more attractive salaries and working conditions, further diminishes university instructors’ motivation. ANALYSIS OF RECENT RESEARCH AND PUBLICATIONS Motivation plays a crucial role in enhancing faculty productivity, inﬂuencing both teaching quality and research output. Tomashevs’ka (2023) emphasizes the need for structured motivation management strategies in academic institutions, which can be extended to higher education set- tings. Her study identiﬁes motivation as a critical factor for sustaining faculty engagement and improving institutional performance. Similarly, Samko (2023) analyzes the theoretical foundations of self-educational activities among faculty, underscoring the importance of continuous professional development in maintaining high teaching standards. A broader perspective on faculty motivation is provided by Tiwari & Chatterjee (2021), who explore how motivation aﬀects individual productiv- ity levels among teaching staﬀ in private higher education institutions in India. eir ﬁndings sug- gest that a balanced approach, incorporating both ﬁnancial and non-ﬁnancial incentives, is essential for sustaining faculty motivation. Several researchers emphasize the role of ﬁnancial incentives in improving faculty motivation. Altamirano (2024) discusses the challenges faced by U.S. higher education institutions in a post- pandemic environment, particularly highlighting the need for competitive salaries and research funding to retain academic talent. In contrast, Puja & Chatterjee (2021) examine the impact of

972 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 ﬁnancial motivation on faculty productivity, noting that salary structures, research grants, and per- formance-based incentives signiﬁcantly contribute to academic engagement. Beyond monetary rewards, Venkatesh (2023) explores job enrichment strategies as a non- ﬁnancial motivational tool, demonstrating how enhanced job roles, professional autonomy, and leadership opportunities can lead to higher faculty satisfaction. e inﬂuence of institutional lead- ership and governance on faculty motivation has been widely studied. Rubia et al. (2023) examine transformational leadership styles in higher education institutions, concluding that eﬀective lead- ership fosters greater organizational commitment and faculty motivation. Similarly, Kerry et al. (2023) explore how knowledge-sharing motivation and management support contribute to faculty engagement, emphasizing the importance of collaborative academic cultures. METHODS is study employs a mixed-methods approach, integrating both quantitative and qualitative research methods to analyze faculty motivation in higher education institutions. e research design is structured to examine key motivational factors and their impact on the productivity, job satisfac- tion, and professional development of university faculty members. Research Design e study follows an analytical and comparative research design, utilizing multiple methodolo- gies to assess faculty motivation strategies. e primary methods include: 1) Analytical Method – A comprehensive review of literature sources related to faculty motiva- tion in higher education was conducted. is included both theoretical models and empirical studies from international and domestic contexts to identify key motivational mechanisms and their eﬀectiveness. 2) Functional-Structural Method – Faculty motivation was analyzed as a complex system com- posed of interconnected elements. e study categorized motivational factors based on in- trinsic and extrinsic motivation, material and non-material incentives, and strategies to assess their collective impact. 3) Comparative Analysis – e study compared various approaches to faculty motivation across diﬀerent higher education institutions globally. Best practices from leading universities were examined to determine eﬀective models for improving faculty motivation and retention. 4) Expert Evaluation Method – Faculty and administrative personnel from two universities were surveyed and interviewed to assess motivation factors, barriers, and possible improvements in academic motivation strategies. 5) Survey Methodology – A structured questionnaire was developed to collect quantitative data from university faculty regarding their motivation, job satisfaction, and professional develo- pment opportunities. e survey focused on ﬁnancial incentives, career advancement, work environment, and institutional support. Responses were analyzed using statistical methods, including descriptive and inferential analysis, to identify patterns and relationships between diﬀerent motivational factors.

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 973 Vol. 15(3) julio - diciembre 2025/ 968 - 984 By utilizing a comprehensive methodological approach, this study aims to provide data-driven recommendations for enhancing faculty motivation strategies in higher education institutions. e results will contribute to improving faculty retention, productivity, and the overall quality of aca- demic institutions. Survey for assessing faculty motivation in professional activities: Section 1: General Information What is your age? □ Under 30 years □ 30–40 years □ 41–50 years □ Over 50 years How many years have you worked in higher education? □ Less than 5 years □ 5–10 years □ 11–20 years □ More than 20 years What is your current position? □ Assistant Lecturer □ Senior Lecturer □ Associate Professor □ Full Professor □ Administrative Role What type of institution do you work at? □ Public university □ Private university □ Research institute □ Other (please specify) How would you describe your current workload? □ Too low □ Moderate □ High □ Too high How often do you work beyond your oﬃcial working hours? □ Never □ Rarely □ Sometimes □ Often □ Always

974 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 Section 2: Financial Motivation Is your salary suﬃcient to meet your ﬁnancial needs? □ Yes, completely □ Somewhat suﬃcient □ Somewhat insuﬃcient □ No, completely insuﬃcient Which ﬁnancial incentives are most important to you? (Select up to 3) □ Salary increase □ Performance-based bonuses □ Grants and research funding □ Additional payments for teaching workload □ Financial support for conferences and travel □ Other (please specify) How satisﬁed are you with the ﬁnancial incentive system at your university? (Scale: 1 = Very dissatisﬁed, 5 = Very satisﬁed) □ 1 □ 2 □ 3 □ 4 □ 5 Does your university oﬀer performance-based ﬁnancial rewards (e.g., bonuses for research, teaching excellence)? □ Yes, regularly □ Occasionally □ No Section 3: Career Growth and Professional Development What factors are most important for your career growth? (Select up to 3) □ Opportunities for professional development □ Participation in international projects □ Earning academic degrees and titles □ Promotion to administrative roles □ Research collaborations and publications □ Other (please specify) Does your university support your professional development (e.g., funding for courses, internships, or research grants)? □ Yes, fully □ Partially □ No

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 975 Vol. 15(3) julio - diciembre 2025/ 968 - 984 How important is participation in scientiﬁc conferences and publishing in prestigious journals to you? □ Very important □ Somewhat important □ Somewhat unimportant □ Not important Do you feel that career advancement at your university is based on merit? □ Yes, completely □ Somewhat □ Not really □ No What barriers do you face in achieving career growth? (Select all that apply) □ Limited opportunities for promotion □ Lack of institutional support □ High competition for positions □ Insuﬃcient funding for research □ Lack of time due to teaching workload □ Other (please specify) Section 4: Non-Financial and Social Motivation Which non-ﬁnancial incentives do you ﬁnd most valuable? (Select up to 3) □ Recognition of achievements (awards, certiﬁcates) □ Flexible work schedule □ Comfortable working conditions □ Team-building and corporate events □ Access to mentorship and coaching programs □ Other (please specify) Do you feel valued and supported by university leadership? □ Yes, completely □ Somewhat □ Not really □ No Does your university encourage collaboration and teamwork among faculty members? □ Yes □ Somewhat □ No

976 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 How satisﬁed are you with the availability of research resources (labs, funding, databases)? (Scale: 1 = Very dissatisﬁed, 5 = Very satisﬁed) □ 1 □ 2 □ 3 □ 4 □ 5 Do you feel you have a good work-life balance? □ Yes, completely □ Somewhat □ No, I often work overtime □ No, I feel constantly overworked Does your university support mental health and well-being programs? □ Yes □ No Section 5: Overall Motivation and Recommendations On a scale of 1-10, how motivated do you feel in your current position? (1 = Not) Rank the following motivation factors in order of importance (1 = Most Important, 5 = Least Important): □ Salary and ﬁnancial beneﬁts □ Career growth and promotions □ Recognition and awards □ Work environment and team support □ Research opportunities and funding What could improve your motivation for teaching? (Open-ended question) What changes would you suggest to improve the motivation system at your university? (Open-ended question) is questionnaire will help to identify key factors of teacher motivation and identify areas for its improvement. is survey aims to identify key factors inﬂuencing faculty motivation and suggest strategies for its improvement. Practical Recommendation Method Based on the ﬁndings of this study, concrete recommendations have been developed to en- hance university motivational policies. Key recommendations include: • Implementing ﬂexible incentive systems tailored to the individual needs of faculty members. • Improving university social policies to enhance working conditions and faculty well-being. • Actively promoting research and scientiﬁc activities through grant funding and performan- ce-based bonuses.

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 977 Vol. 15(3) julio - diciembre 2025/ 968 - 984 Creating opportunities for professional growth, such as advanced training programs, career development initiatives, and participation in international academic projects. is study provides a deeper understanding of faculty motivation and its impact on teaching quality. e proposed recommendations can be applied in higher education institutions to improve the eﬃciency of the educational process and enhance faculty job satisfaction. RESULTS A review of the literature provides valuable insights into eﬀective approaches for increasing faculty motivation in universities. e analysis of previous studies has allowed for a systematic clas- siﬁcation of various motivation strategies applied in higher education institutions (Table 1). TABLE 1. Measures to Enhance Faculty Motivation in Higher Education Motivations Measures to increase motivation 1. Financial Motivation Competitive salary levels aligned with faculty qualiﬁcations and workload. Incentives for research achievements, including grants, academic publications, and earned titles or degrees. Bonuses and additional payments for seniority, program accreditation, and participation in research projects. Performance-based ﬁnancial rewards for outstanding teaching and research contributions. Funding for professional development (e.g., conferences, training programs, study visits). Financial support of academic activities Internal university grants for young faculty members and doctoral researchers to encourage academic growth and research innovation. Partial reimbursement for transportation and meals, easing ﬁnancial burdens and improving work conditions. Conference and publication funding to support faculty participation in national and international academic events Career Development and Professional Growth Opportunities for academic promotion and structured career advancement pathways Educational Programs for Experience Exchange (Faculty exchange programs with leading universities to promote cross-institutional collaboration and knowledge sharing; Joint academic projects that encourage interdisciplinary research and international cooperation; Workshops and training sessions led by experts to introduce best teaching and research practices; Sabbatical leave opportunities for faculty members to engage in advanced study, research, or professional development abroad. Regular training and professional development programs to enhance teaching and research skills. Access to scientiﬁc and educational resources Free access to databases and scientiﬁc literature Reduction of excessive administrative burdens, allowing faculty to focus on research and teaching

978 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 Motivations Measures to increase motivation Comfortable Working Conditions Improvement of working conditions, including well-equipped research labs and modernized teaching spaces. Recognition programs (awards, honorary titles, certiﬁcates) for outstanding contributions. Modernized classrooms and research facilities equipped with up-to-date technology and resources. Well-maintained oﬃce spaces with adequate lighting, ventilation, and ergonomic furniture to enhance productivity. 2. Non-Financial Motivation Recognition and awards – Acknowledgment of faculty achievements through certiﬁcates, honorary titles, and institutional awards. Access to professional development programs – Workshops, mentorship programs, and leadership training to enhance skills. Participation in decision-making – Involvement of faculty in university governance, strategic planning, and curriculum development. Workplace culture and psychological support – Fostering a positive and inclusive academic environment through teamwork, peer support, and mental well-being initiatives. 3. Social Support Health and wellness programs – Access to medical insurance, psychological support, and well-being initiatives for faculty and their families. Retirement and pension beneﬁts – Ensuring ﬁnancial security through well-structured pension plans and social beneﬁts. Team-building and corporate events – Organizing faculty retreats, cultural activities, and social gatherings to strengthen collegiality. Childcare and family support programs – Providing on-campus childcare facilities, parental leave policies, and family-friendly workplace initiatives. Housing and relocation assistance – Support for faculty in securing aﬀordable housing or relocation subsidies for those moving to a new city. 4. Intrinsic Motivation Sense of professional fulﬁllment – Encouraging faculty members to take pride in their teaching, research, and contributions to academic development. Opportunities for creative self-actualization – Providing autonomy in research topics, innovative teaching methods, and interdisciplinary projects Engagement in cutting-edge research – Allowing faculty to work on pioneering studies and collaborate with leading experts in their ﬁeld. Intellectual challenge and personal growth – Oﬀering stimulating academic environments where faculty can continuously learn and develop. Opportunities to mentor and inspire students – Creating rewarding teaching experiences where faculty can shape the next generation of professionals and researchers. 5. Extrinsic Motivation External evaluation and feedback – Regular performance reviews with constructive feedback from peers, students, and administrators. Public acknowledgment and reputation – Opportunities to gain professional recognition through media, academic rankings, and institutional promotions. International exposure and collaborations – Invitations to prestigious conferences, faculty exchange programs, and global research partnerships. TABLE 1. Continuación Source: compiled according to authors own research.

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 979 Vol. 15(3) julio - diciembre 2025/ 968 - 984 To ensure faculty motivation and job satisfaction, universities should implement a competi- tive salary structure that reﬂects the quality of professional responsibilities, faculty qualiﬁcations, and market competition for academic talent. Additionally, various ﬁnancial incentives should be introduced, including bonuses for securing research grants, publishing scientiﬁc works, and earning academic titles and degrees. A seniority-based bonus system could also be beneﬁcial, rewarding faculty for long-term ser- vice, program accreditation eﬀorts, and contributions to research project development. To further promote faculty engagement in academic publishing, universities should allocate dedicated budget- ary resources for conference participation and publication in prestigious scientiﬁc journals. Supporting early-career researchers is crucial. Establishing internal university grants speciﬁcally for young faculty members and doctoral researchers can encourage innovation and long-term com- mitment to academia. Additionally, institutions should consider partial reimbursement for faculty transportation expenses and meal subsidies for on-campus dining, improving overall work-life bal- ance. For eﬀective career advancement, universities must create opportunities for faculty to obtain academic titles and degrees. One eﬀective approach is to develop educational programs focused on experience exchange between senior and junior faculty members. Special emphasis should be placed on professional development initiatives, including retraining courses, internships, and skill enhance- ment programs. ese should not only cover subject-speciﬁc expertise but also emphasize modern pedagogical innovations and teaching methodologies. To support faculty research and teaching eﬀectiveness, universities must ensure free access to academic databases, scientiﬁc literature, and other essential resources. Furthermore, streamlin- ing administrative processes is essential—reducing bureaucratic barriers and optimizing university documentation systems can signiﬁcantly enhance faculty eﬃciency in both teaching and research activities. Finally, improving working conditions and social infrastructure is critical. Universities should invest in modernized classrooms, well-equipped research laboratories, and designated areas for fac- ulty rest and meals, ensuring a comfortable and supportive environment for academic work. By implementing these measures, universities can foster a motivating and productive environ- ment that enhances faculty performance, professional development, and institutional competitive- ness. To strengthen non-ﬁnancial motivation among university faculty, institutions should regularly organize corporate events and actively promote the achievements of their researchers in mass me- dia, including online platforms. Recognizing faculty members who contribute signiﬁcantly to the university’s development is essential. Various oﬃcial acknowledgment forms, such as faculty honor boards, should be utilized to highlight academic excellence and institutional contributions. Ensuring social stability within the university community is equally important. Universities should provide legal and ﬁnancial assistance to employees facing diﬃcult life circumstances. Ad- ditionally, organizing sports and wellness programs for faculty and their families can signiﬁcantly enhance workplace morale and well-being. Internal faculty organizations, such as university unions, can also play a crucial role in support- ing academic staﬀ by advocating for better working conditions and career advancement opportu-

980 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 nities. To stimulate research activity, universities should develop faculty-level and institution-wide grant programs and establish structured opportunities for pedagogical experience exchange among educators. To enhance the university’s external reputation, faculty members should be encouraged to par- ticipate in international research programs and projects. is not only elevates the university’s global standing but also fosters professional growth and collaboration. Given economic constraints, universities should prioritize non-ﬁnancial incentives, such as implementing ﬂexible work schedules and fostering eﬀective student feedback mechanisms to rec- ognize and reward teaching excellence. Survey Results on Faculty Motivation. A faculty motivation survey conducted at Uzhhorod National University and Bohdan Khmelnytsky Melitopol State University yielded the following results: • 43% of respondents indicated that career growth and professional development are their primary motivation. • 35% emphasized ﬁnancial motivation as a key factor. • 22% highlighted social and non-ﬁnancial incentives as important elements of their motiva- tion (Figure 3). ese ﬁndings underscore the necessity of a balanced approach that integrates both ﬁnancial and non-ﬁnancial motivational strategies to enhance faculty engagement, job satisfaction, and over- all academic performance. Figure 3. University Faculty Motivation for Professional Activities Source: Compiled according to authors own research. To enhance faculty motivation in universities, it is essential to implement eﬀective incentive mechanisms that contribute to increased productivity, job satisfaction, and professional growth. ese mechanisms should be strategically designed to foster both intrinsic and extrinsic motivation, ensuring long-term faculty engagement and institutional success (Figure 4).

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 981 Vol. 15(3) julio - diciembre 2025/ 968 - 984 Figure 4. Eﬀective incentive mechanisms for enhancing faculty productivity, job satisfaction, and professional growth Source: compiled according to authors own research. 1. Financial Incentives. Competitive ﬁnancial rewards play a crucial role in faculty motiva- tion and retention. Universities should establish salary structures that align with faculty expertise, workload, and market trends, ensuring fair compensation. Performance-based bonuses can serve as an additional motivator, rewarding faculty for excellence in teaching, research, and contributions to institutional growth. Research grants and funding opportunities should be readily available to support faculty engagement in scholarly work, fostering innovation and increasing the university’s research output. 2. Career Growth & Professional Development. A clear and well-deﬁned career trajectory is essential for faculty motivation. Universities should establish transparent promotion pathways that recognize academic excellence and leadership contributions. Professional development should be encouraged through training workshops, skill enhancement programs, and certiﬁcations, allowing faculty to continuously improve their teaching and research methodologies. International collabora- tion and faculty exchange programs can provide exposure to diverse academic practices, promoting cross-border research partnerships. Additionally, leadership and administrative training should be available for faculty members interested in assuming management roles, fostering a new generation of academic leaders who contribute to institutional excellence. 3. Non-Financial Recognition & Work Environment. Beyond ﬁnancial rewards, non-mone- tary incentives play a signiﬁcant role in fostering faculty satisfaction. Universities should implement public recognition programs, such as “Faculty of the Year” awards, certiﬁcates of excellence, and institutional honors to acknowledge outstanding contributions. Flexible work schedules can help faculty maintain a healthy work-life balance, allowing them to engage in both teaching and research without excessive administrative burdens. Providing access to academic databases, digital tools, and well-equipped research facilities enables faculty to work more eﬀectively and advance their scholarly pursuits. Additionally, reducing bureaucratic constraints and streamlining administrative processes can signiﬁcantly enhance faculty productivity, allowing them to focus more on their core academic responsibilities.

982 Oleksenko, Bilohur, Nepsha, Hryshko, Matviienko Interacción y Perspectiva. Revista de Trabajo Social Vol. 15(3): 2025 4. Social Support & Institutional Engagement. A supportive university environment fos- ters long-term faculty commitment. Institutions should offer wellness programs that prioritize faculty health, including mental health support, fitness programs, and stress management workshops. On-campus childcare services and family-friendly policies can significantly im- prove work-life balance, making academia more accessible for faculty with families. Addition- ally, faculty associations and mentorship programs can create a sense of community and pro- fessional solidarity. Organizing team-building activities, faculty retreats, and social gatherings helps strengthen collegial relationships, fostering a collaborative and inclusive academic cul- ture. Universities should also promote work-life balance initiatives, such as reasonable teach- ing loads, paid leave policies, and faculty well-being programs, ensuring a sustainable and supportive work environment. 5. Research & Innovation Incentives. Encouraging research and academic innovation is vital for institutional success. Universities should establish internal grant programs to fund faculty-led research projects, allowing scholars to explore new academic frontiers. Interdisciplinary collabora- tion should be actively promoted, enabling faculty members from diﬀerent ﬁelds to work togeth- er on innovative projects. Providing ﬁnancial support for conference participation and academic publications ensures that faculty can disseminate their research globally, enhancing the university’s academic reputation. Additionally, investment in digital learning technologies, research software, and modern laboratory facilities allows faculty to leverage cutting-edge tools in their teaching and scholarly work. By creating an environment that fosters research excellence, universities can position themselves as leading academic institutions on a national and global scale. erefore, a comprehensive support system and a well-structured faculty motivation strategy can signiﬁcantly enhance the quality of teaching and research activities within the university. DISCUSSION Faculty motivation in higher education is a crucial factor in enhancing the eﬀectiveness and quality of professional responsibilities. It is primarily driven by two key forms of motivation: ex- trinsic and intrinsic motivation, each playing a distinct role in academic engagement. Extrinsic motivation is inﬂuenced by external rewards such as career advancement opportunities, ﬁnancial incentives, and institutional recognition, while intrinsic motivation stems from personal fulﬁllment, intellectual curiosity, and the passion for teaching and research. Among the most signiﬁcant motivating factors for university faculty are engagement in sci- entiﬁc research, professional status in society, intellectual work, pedagogical activities, and the ﬂex- ibility of academic schedules. ese factors collectively contribute to faculty satisfaction, long-term commitment, and overall productivity. Achieving an optimal level of motivation requires a comprehensive and synergistic approach, combining multiple motivation strategies to maximize their collective impact. A well-structured motivation system not only enhances faculty performance and job satisfaction but also leads to higher-quality educational services, reducing faculty turnover and encouraging continuous profes- sional development and creative engagement. Ultimately, an eﬀectively motivated faculty contrib- utes to the institution’s academic reputation, research output, and long-term success.

Factores socioeconómicos que condicionan la motivación y el crecimiento profesional del profesorado universitario 983 Vol. 15(3) julio - diciembre 2025/ 968 - 984 CONCLUSIONS An eﬀective faculty motivation system in universities requires a comprehensive and multifac- eted approach, integrating ﬁnancial, non-ﬁnancial, and social incentives. Achieving a high level of faculty engagement is possible through a combination of diverse motivation strategies, tailored to meet the individual needs of academic staﬀ. Implementing the proposed measures will enhance uni- versity competitiveness, reduce faculty turnover, and create favorable conditions for the professional growth of academic and research staﬀ. Beyond ﬁnancial and structural incentives, a long-term motivation strategy must consider not only economic and social factors but also psychological aspects that inﬂuence job satisfaction. Sup- porting scientiﬁc initiatives, developing internal and external recognition mechanisms for achieve- ments in education and research, and strengthening mentorship programs play a crucial role in fostering faculty engagement and career development. Furthermore, establishing a continuous feedback loop between faculty and university admin- istration is essential for identifying challenges early and adjusting motivational policies accordingly. In the context of modern higher education, digital transformation and the expansion of distance learning models require universities to develop additional motivation strategies that support faculty in adapting to new teaching technologies and methodologies. Ultimately, a holistic improvement of faculty motivation systems will not only contribute to individual professional growth but also strengthen universities’ positions in the global education landscape. Investing in faculty motivation is an investment in the quality of education, institutional reputation, and long-term academic excellence. BIBLIOGRAPHIC REFERENCES • Tomashevs’ka, І. (2023). Modelling management of motivation of professional activities for teachers in a pre-school education institution. Bulletin of Alfred Nobel University Series Pedagogy and Psychology. 1. 204-212. Doi: https://doi.org/10.32342/2522-4115-2023-1-25-22 • Altamirano, M. (2024). US higher education in crisis: A study of leadership challenges in a post-pandemic world. In e Palgrave handbook of crisis leadership in higher education (pp. 625- 637). Cham: Springer Nature Switzerland. • Samborska, O., Savchuk, P. (2023). e Experience of Implementation of Elements of Dual Education in the Students’ Pedagogical Practice of the Institution of Vocational Higher Edu- cation. Problems of Education. 262-279. https://doi.org/10.52256/2710-3986.1-98.2023.17. • Rubia, J., Niere, Marvin Ian, Jortil, M. (2023). Transformational Leadership and Organizatio- nal Commitment of Selected Higher Education Institutions in Zamboanga Peninsula. Sprin Journal of Arts, Humanities and Social Sciences. 2. 19-30. 10.55559/sjahss.v2i06.116. • Urdabayev, M., Ainakul, N., Sabdenaliyev, B. (2024). Modernization of the Motivation Sys- tems in Higher Education: Challenges and Digital Solutions. Eurasian Journal of Economic and Business Studies. 68. 111-126. https://doi.org/10.47703/ejebs.v68i3.431. • Nzimande, Sindisiwe & Qwatekana, Zikho & Ndlovu, ulile & Sithole, Nothando. (2023). Unravelling the link between academic staﬀ tenure and motivation: Extended curriculum pro- gramme dilemma for staﬀ retention. Journal of Management & Administration, 17(1), 1-18. https://doi.org/3. 1-18. 10.5281/zenodo.10036866.

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