The article is devoted to the study of teachers’ professional motivation. The effectiveness and success of pedagogical tasks are determined by a creative, proactive approach to work and affects both the nature and quality of work performance. In the study, we consider the motivation of teachers and discuss the significance and place of achievement motivation in relation to the effectiveness of performing professional tasks. The teachers’ achievement motivation was studied as an internal factor and a predictor of professional achievements. The aim of the research is to identify the main components of achievement motivation and to reveal the nature of correlation of these components with the general level of teachers’ professional motivation. As a hypothesis of the study, it was suggested that professional success, productivity and a high quality of life are determined by an individual disposition and teacher needs. The study set out to conduct a comparative analysis of the motivation indicators in two groups of educators who teach humanities and natural science subjects. It was determined that the teachers’ achievement motivation is based on the need for success/avoidance of failure, self-respect, recognition, and prestige. The analysis of value, emotional, behavioral, and cognitive components of the teachers’ achievement motivation was conducted.