Motivação dos professores para o ensino na educação superior: validação portuguesa de um questionário
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https://doi.org/10.1590/1982-4327e3104Palavras-chave:
Motivação intrínseca, Professores, Ensino superiorResumo
A motivação para ensinar é fundamental para o desenvolvimento de ensino superior de qualidade, pois determina o investimento dos professores em experiências de aprendizagem de qualidade para os seus estudantes, bem como a eficácia e bem-estar institucionais. O estudo teve por objetivo a validação de um questionário, originalmente desenvolvido na Bélgica, destinado a avaliar três dimensões (autoeficácia, interesse e esforço) sobre motivação intrínseca para ensinar, para uma população nacional distinta. A amostra é composta por 616 acadêmicos que trabalham em instituições públicas de ensino superior em Portugal. Realizou-se a análise fatorial confirmatória e a consistência interna dos itens para cada uma das dimensões avaliadas. Os resultados mostram que a dimensionalidade original do constructo é confirmada na amostra portuguesa, sendo a motivação para o ensino explicada principalmente pelos seguintes fatores: eficácia pessoal, interesse pelo trabalho e esforço nas responsabilidades de ensino. Não foram encontradas diferenças entre eficácia pessoal geral e eficácia pessoal contextual.
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indawi Publishing Corporation
Education Research International
Volume 2012, Article ID 265293, 6 pages
doi:10.1155/2012/265293
Hindawi Publishing Corporation
Education Research International
Volume 2012, Article ID 265293, 6 pages
doi:10.1155/2012/265293
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