Desmotivación en el profesorado de educación física: una aproximación desde la percepción de presiones y su vocación

Javier Coterón; Alba González-Peño; Evelia Franco

doi:10.5944/educxx1.36488

Autores/as

Javier Coterón Universidad Politécnica de Madrid, Spain https://orcid.org/0000-0002-1662-7401
Alba González-Peño Universidad Politécnica de Madrid, Spain https://orcid.org/0000-0002-3826-826X
Evelia Franco Universidad Loyola Andalucía, Spain https://orcid.org/0000-0002-6713-2767

DOI:

https://doi.org/10.5944/educxx1.36488

Palabras clave:

Intereses, enseñanza, docentes, motivación

Resumen

El creciente malestar personal que experimenta el profesorado en su trabajo está recibiendo gran atención en la última década. Las presiones que perciben en su ámbito laboral o el interés vocacional que presentan han sido señalados como factores que podrían influir tanto sobre su bienestar como su práctica docente. Siguiendo la teoría de la autodeterminación, el presente trabajo tuvo como objetivo comprobar la existencia de perfiles en profesores de Educación Física (EF) según las presiones y vocación percibidas, así como analizar la frustración de las necesidades psicológicas básicas y la desmotivación en dichos perfiles. Participaron un total de 245 profesores de EF (129 hombres y 116 mujeres) con una media de 39.04 años de edad (DT = 10.12) y 13.70 años de experiencia (DT = 9.74). Los análisis clúster pusieron de manifiesto la existencia de tres perfiles diferentes: un grupo de profesores que percibían altas presiones y tenían alta vocación, otro grupo que percibía bajas presiones y tenía baja vocación, y un último grupo que percibía bajas presiones y mostraba alta vocación. Estos perfiles se caracterizaron por diferencias significativas en las variables motivacionales analizadas, siendo el grupo de profesores que mostró niveles bajos de presiones percibidas y alta vocación el que se identificó con los patrones motivacionales más adaptativos. Los hallazgos ponen de manifiesto la necesidad de atención hacia los intereses vocacionales desde las instituciones educativas, y sugieren la influencia de las presiones percibidas sobre la desmotivación de los docentes, pudiendo afectar de forma negativa a su práctica docente.

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