The relevance of the study lies in expanding scientific understanding of the emergence of changes and their patterns in teacher’s work motivation, as well as in solving practical problems of supporting pedagogical activity by updating the resources of teachers’ motivation. The purpose of the article is the description of the emergence of changes and their temporal patterns in teacher’s work motivation based on the empirical study on the dynamics of the structure of motivation in teachers with different work experience. The methodological basis of the study is represented by the systemogenetic and metasystem approaches. The main research methods of the study are the analysis of psychological structures and the modeling method. As a result of their application, by comparing the systemogenetic patterns with changes in the structural-level organization of motivation in teachers, the emergence and the principles of transformation of teachers’ work motivation in the time continuum were determined. The article reveals the predictors of the formation and patterns of the dynamics of subsystem and component levels in the structure of teacher’s work motivation. It is shown that at the first stages of the dynamics, changes in key levels of the structure are carried out according to the principles of systemogenesis: hierarchy, target determination, unevenness, differentiation, etc. After the system overcomes the crisis, changes are carried out according to the principles of metasystemogenesis: heterarchy, heterochronism, situational determination, cycles and others. The identification of temporal patterns of changes in the structure of motivation in teachers shows the non-linear nature of the transformation and the continuity of the development of motivation in the system of professional pedagogical activity. The data obtained can be used by specialists to design systems for updating the motivation and supporting the professional activities of teachers.