Present article addresses the problem of changing requirements towards professional competencies of higher school teachers due to the introduction of new educational standards. Motivational-axiological component of college teacher’s professional competence gets a central position. The article provides the authors’ view upon the concept of axiological-motivational component and criteria of its development; it models the tentative levels of motivational-axiological component development, which can be used by the teachers as directions for self-analysis and creation of professional self-development programs. The results of a pilot study of the actual level of motivational-axiological component development in teachers of mono-subject and multi-subject college departments present a special interest.

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