In the modern educational space, electronic educational resources (EER) are increasingly used as a tool to improve the quality and accessibility of education. However, despite their growing popularity, the impact of EER on pedagogical activity and, most importantly, the attitude of teachers to these resources remains insufficiently studied. Understanding the motives and values ​​that determine the acceptance or rejection of EER by teachers is a key factor for the successful integration of these technologies into the educational process. The purpose of this study is to identify and analyze the value-semantic conditioning of teachers' attitudes to electronic educational resources. The study is aimed at revealing the underlying motives underlying teachers' choice in favor of or against the use of EER in their professional activities. The research methodology includes theoretical analysis and synthesis of an extensive array of literary sources covering research in the field of pedagogy, educational psychology, information technology and sociology. Particular attention is paid to works devoted to the study of values, motivation and professional identity of teachers. Based on the conducted analysis, specific recommendations were formulated for developers of electronic educational resources and the administration of educational institutions aimed at increasing the attractiveness and efficiency of using these resources in the educational process. The study can be useful for creating more effective programs for improving the qualifications of teachers in the field of using electronic educational resources.