Motivación del profesorado ante diferentes tareas: Un análisis basado en la teoría de la autodeterminación
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https://doi.org/10.17979/reipe.2026.13.1.13429Resumen
La motivación del profesorado es un factor clave para la calidad educativa; sin embargo, suele evaluarse de forma global, sin distinguir entre las tareas específicas que el profesorado realiza a diario. Este estudio analiza el tipo de motivación —intrínseca, identificada, introyectada, externa y desmotivación— que experimenta el personal docente de educación infantil, primaria y secundaria en seis tareas habituales: preparación de clases, enseñanza, evaluación del alumnado, gestión del aula, tareas administrativas y tareas complementarias. Se aplicó la versión en español de la Work Tasks Motivation Scale for Teachers (WTMST), basada en la Teoría de la Autodeterminación, a una muestra de 369 docentes de diversas etapas educativas y tipos de centros escolares. Los resultados mostraron que la motivación intrínseca y la regulación identificada alcanzan sus niveles más altos en la enseñanza y la preparación de clases, mientras que la gestión del aula y las tareas administrativas presentan los mayores niveles de desmotivación y regulación externa. Se observaron diferencias significativas en función de la edad, el nivel educativo, el tipo de centro y la titulación académica. Los hallazgos de este estudio permiten identificar áreas prioritarias para intervenciones específicas de desarrollo profesional destinadas a mejorar el bienestar y la motivación del profesorado, con implicaciones directas en los resultados de aprendizaje del alumnado.
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