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Professional and Teaching Motivation Self-Assessment Questionnaire3

Professional and Teaching Motivation Self-Assessment Questionnaire Test

In four minutes, the Professional and Teaching Motivation Self-Assessment Questionnaire Test uses 18 questions to explore how your interest, curiosity, engagement, and inner drive appear in professional and teaching activities. Results can support self-reflection, clarify motivational patterns, and highlight areas for thoughtful professional development.

Questions: 184 minutes

Professional and Teaching Motivation Self-Assessment: agreement scale card

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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Scale Explorer

How the Scales are Structured

Indifferent AttitudeIA

Measures the degree of indifference and low engagement toward professional-pedagogical activities.

example score13/15

13/15High indifferenceexample score

3 – 6Low indifference

7 – 10Moderate indifference

11 – 15High indifference

A score of 13 falls in the High indifference range, suggesting notably low engagement and limited interest in professional-pedagogical tasks at this time.

Episodic CuriosityEC

Measures situational, short-lived interest in specific aspects of professional pedagogical activity that may not remain stable over time.

example score9/15

9/15Moderate curiosityexample score

3 – 6Low curiosity

7 – 10Moderate curiosity

11 – 15High curiosity

A score of 9 indicates moderate episodic curiosity, suggesting periodic interest in specific pedagogical topics that may vary with context and may not always persist.

Demonstrative InterestDI

Measures the degree to which a person outwardly demonstrates enthusiasm for pedagogical work that may not reflect their internal motivation.

example score8/15

8/15Moderate showinessexample score

3 – 6Low showiness

7 – 10Moderate showiness

11 – 15High showiness

A score of 8 indicates a moderate tendency to display enthusiasm for professional-pedagogical work, which may sometimes be more visible than deeply felt.

Developing CuriosityDC

Measures the extent to which a person actively seeks new professional-pedagogical knowledge and enjoys learning to improve their practice.

example score12/15

12/15High curiosityexample score

3 – 6Low curiosity

7 – 11Developing curiosity

12 – 15High curiosity

A score of 12 indicates high developing curiosity, reflecting a strong, consistent drive to explore new pedagogical knowledge and refine skills.

Functional InterestFI

Functional Interest measures how consistently a person is engaged with and applies the content of their professional pedagogical work rather than relating to it formally.

example score8/15

8/15Moderateexample score

3 – 6Low

7 – 10Moderate

11 – 15High

A score of 8 indicates a moderate functional interest, suggesting generally steady engagement with professional duties with some room to strengthen regular application of pedagogical skills.

Professional NeedPN

Measures the strength of internal motivation to develop professionally and self-realize in pedagogical work.

example score6/15

6/15Low professional needexample score

3 – 6Low professional need

7 – 10Moderate professional need

11 – 15High professional need

A score of 6 indicates a low professional need, suggesting internal drive for ongoing professional growth is currently limited and may rely more on external prompts.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Teachers Checking Their Drive

44%OF USERS

Practicing educators take it to see whether their motivation is fading, stable, or growing and what to work on next.

Early-Career Educators

33%OF USERS

New teachers and student teachers use it to understand how strong their interest in pedagogy is and where they are in professional development.

School Leaders and HR

23%OF USERS

Principals, department heads, and HR specialists use it to spot motivation risks in staff and plan targeted support or training.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

Indifferent attitudeIa

You?

Average6

Typical rangeTypical4.1 – 8

Possible3 – 15

Episodic CuriosityEC

You?

Average7.9

Typical rangeTypical6.4 – 9.5

Possible3 – 15

Showy interestSi

You?

Average7.7

Typical rangeTypical6.3 – 9.2

Possible3 – 15

Developing curiosityDc

You?

Average8

Typical rangeTypical6 – 10.1

Possible3 – 15

Functional InterestFI

You?

Average10.7

Typical rangeTypical9.1 – 12.2

Possible3 – 15

Professional needPn

You?

Average9.7

Typical rangeTypical7.7 – 11.6

Possible3 – 15

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SAMPLE QUESTIONS

Example Questions From the Test

Please rate the statements below. It is recommended that you reflect on yourself, as the first step toward wisdom is self-knowledge. This has been recognized since ancient times.

- Always
- Not always, but often
- Not very often
- Rarely
- Never
- Always
- Not always, but often
- Not very often
- Rarely
- Never
- Always
- Not always, but often
- Not very often
- Rarely
- Never

These are 3 of the 18 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Professional and Teaching Motivation Self-Assessment Questionnaire Test - Description and methodology of the test

pedagogy

People entering or reflecting on educational work can use this Professional and Teaching Motivation Self-Assessment Questionnaire Test to examine how professional activity feels from the inside and how that interest appears in study or practice. The result organizes motivational tendencies into a profile that can support reflection on future development. It offers a professional motivation self-assessment that distinguishes sustained engagement, situational interest, outward display, and professional development needs.

What This Assessment Explores

Educational work involves interest, engagement, curiosity, and drive; a teaching motivation questionnaire clarifies them:

Indifferent Attitude (3-15) reflects low engagement and interest; higher scores may signal burnout or low motivation. Low indifference 3-6; Moderate indifference 7-10; High indifference 11-15.
Episodic Curiosity (3-15) reflects situational interest that may fade. Low curiosity 3-6; Moderate curiosity 7-10; High curiosity 11-15.
Demonstrative Interest (3-15) measures outward interest, not necessarily inner motivation. Low showiness 3-6; Moderate showiness 7-10; High showiness 11-15.
Developing Curiosity (3-15) reflects learning and self-improvement drive. Low curiosity 3-6; Developing curiosity 7-11; High curiosity 12-15.
Functional Interest (3-15) measures work-content engagement; high scores show interest, low formal duty. Low 3-6; Moderate 7-10; High 11-15.
Professional Need (3-15) measures intrinsic professional drive and self-realization. Low professional need 3-6; Moderate professional need 7-10; High professional need 11-15.

Methodology and Scientific Basis

Items use five frequency choices: Always; Not always, but often; Not very often; Rarely; Never. They cover lectures, literature, educational situations, participation, presentations, and peers.

Results are shown as separate scale scores. The questionnaire does not document response keying or weighting, so point contributions cannot be inferred from displayed ranges.

Related source material includes a 2002 diagnostic book by Fetiskin, Kozlov, and Manuylov on professional-pedagogical motivation. The questionnaire is conceptually consistent with that work; a 2023 study by Veretennikova and Shikhova offers related evidence on professional orientation, not validation of this exact form.

For this online professional motivation test, no norms or reliability estimates are stated, and it is not presented as a diagnostic instrument; current context and social desirability may shape answers, so this self-report profile supports reflection without determining performance or suitability.

Author: Edward L. Deci, Richard M. Ryan

Literature:

Fetiskin, N. P., Kozlov, V. V., and Manuylov, G. M. Socio-Psychological Diagnostics of Personality and Small Groups. Moscow: Institute of Psychotherapy Publishing House, 2002, 490 pp. ISBN 5-89939-086-7.
Veretennikova, V. B., and Shikhova, O. F. Professional Orientation Self-Assessment of the Personality of Students - Future Teachers in Practical Training. Pedagogy. Theory & Practice, 2023, vol. 8, no. 1, pp. 16-27. 10.30853/ped20230015.

Updated: 2025-10-02