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Universidad Nacional de Educación a Distancia
2024
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| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=70680492007 https://www.redalyc.org/journal/706/70680492007/ https://www.redalyc.org/journal/706/70680492007/html/ https://www.redalyc.org/journal/706/70680492007/70680492007.epub https://www.redalyc.org/journal/706/70680492007/movil https://doi.org/10.5944/educxx1.36488 |
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- Amotivation in physical education teachers: an approach from their perceived pressures and vocation Javier Coterón Alba González-Peño Evelia Franco Educación teaching Interests professors motivation The increasing personal discomfort experienced by teachers in their work has received a great deal of attention in the last decade. The pressures they perceive in their work environment, or their vocational interest have been pointed out as factors that could influence both their well-being and their teaching practice. Following self-determination theory, the aim of the present study was to verify the existence of profiles of Physical Education (PE) teachers according to their perceived pressures and their vocation, as well as to analyse the frustration of basic psychological needs and amotivation in these profiles. A total of 245 PE teachers (129 males and 116 females) with a mean age of 39.04 years (DT = 10.12) and 13.70 years of experience (SD = 9.74) participated. Cluster and analyses revealed the existence of three different profiles: a group of teachers who perceived high pressures and had high vocation, another group who perceived low pressures and had low vocation, and a final group who perceived low pressures and showed high vocation. These profiles were characterised by significant differences in the motivational variables analysed, with the group of teachers who showed low levels of perceived pressures and high vocation being identified with the most adaptive motivational patterns. The findings highlight the need for attention to vocational interests in educational institutions and suggest the influence of perceived pressures on teachers’ amotivation, which may negatively affect their teaching behaviours. 2024 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70680492007 https://www.redalyc.org/journal/706/70680492007/ https://www.redalyc.org/journal/706/70680492007/html/ https://www.redalyc.org/journal/706/70680492007/70680492007.epub https://www.redalyc.org/journal/706/70680492007/movil https://doi.org/10.5944/educxx1.36488 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.27