In this paper we will draw attention to the problems linked to the teaching effectiveness – the problems which are seen in motivation of teachers to work. We will attempt to draw attention to the avenues which remain open for headmaster in having his or her teachers become motivated to work. We will quote results of studies which signal needs and expectations of the Polish teacher in this province. The matter of the teaching quality, level of involvement of teachers in delivery of knowledge, and also diagnosing of the problems in teaching are of a substantial importance as far as the level of the knowledge and skills of students are concerned. This contributes to overcoming of the school failure phenomena which manifest themselves in repetition of a school year. According to the education statistical data said repetition in Poland is not as widespread as in other European Union countries but still this does not result from the high level of satisfaction of the students needs in this area while resulting from some organizational-administrative activities of individual schools. Results of the PISA international studies or results of the final exams held after sixth grade of the primary school or the third grade of the lower-level high school show a constant deterioration of the teaching standard. This is where our interest in a teacher comes from, seen as a key person in construction of the students knowledge. We hope that asking questions about motivation of teachers, management of their professional development, will enable our reproducing, even in a fragment, of the complicated mosaic of the difficult relations found in the Polish school space.