Fatores associados a motivação do professor de ciências: impactos no desempenho docente

Abstract

In the school context, motivation has been highlighted in several studies in recent years. However, when it comes to teaching motivation, there is little material in the scientific literature. Teacher motivation is discussed in the National Education Plan (PNE) 2014-2021 (BRASIL, 2014). This is a qualitative study with the aim of analyzing the factors associated with the teacher's motivation. To this end, a bibliographic survey and data collection was carried out through semi-structured interviews. The research participants were five science teachers from elementary school II. The data were analyzed based on content analysis, from which the following categories emerged: “Students 'interest as a guide for teachers' motivation”; “The impact of external factors on teachers' motivation”; "The recognition and appreciation of teaching work as an influence of motivation" and "Teaching performance and the variation of motivation". The results revealed that factors such as: school structure, remuneration and family participation directly influence the variation of motivation, sometimes increasing, sometimes decreasing the teachers' efforts. It is concluded that the non-observance of these factors, negatively affects the professional motivation, which, consequently, shows the drop in performance in the teaching and learning process.