Análise contextualizada dos aspectos motivacionais de professores no ambiente escolar

Abstract

Motivation involves a variety of internal and external factors, including expectations, values, environment, and social elements. In the teaching context, motivation is crucial, affecting behavior and the quality of teaching. Motivated teachers can teach more effectively and create a positive learning environment. However, many of them face challenges such as stress, devaluation, and low levels of motivation, aggravated by the COVID-19 pandemic. Research indicates that understanding teacher motivation is vital in order to improve education. Given this context, from a qualitative approach, this study sought to analyze teacher motivation and the perception of these professionals about student motivation in the school context. Thirty-six teachers from the public education system participated in the research. Through the application of questionnaires, data were collected on the characterization of the participants, motivation at work, teachers' perception of student motivation and teacher motivation, in addition to the Teacher Motivation Scale added to an discursive question about what the participants understand by motivation. For the graphical tabulation of the qualitative variables and data analysis, Microsoft Excel and Bardin's content analysis tool were used for the answers to the discursive question, which were separated and grouped by similarity into four categories. According to the data obtained: 62% of the participants were 41 years old or older, the average teaching time was 18.72 years and 72% of the participants were female. Regarding student motivation, in the perception of more than 94% of the participants, there was a loss of motivation among students upon returning to classes after the period of social isolation, in addition to the increase in violence within schools (42%) and the loss of commitment to rules and agreements within the school environment (59%). Despite the demotivating factors, such as low salaries, school infrastructure, among other factors presented, the participating teachers (83%) stated that they felt motivated and were aware that their motivation affects student motivation. Regarding the discursive question, all participants stated that they knew the meaning of motivation. Intrinsic motivation appears as a preponderant factor for teachers, and extrinsic motivation was perceived by the need for social recognition, from school, from family, for a better salary and for teacher appreciation.