Citas bibligráficas
Denegri, F., (2023). Estilos motivacionales docente, necesidades psicológicas básicas, autoeficacia docente y core of burnout en docentes de primaria de Lima Metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/26051
Denegri, F., Estilos motivacionales docente, necesidades psicológicas básicas, autoeficacia docente y core of burnout en docentes de primaria de Lima Metropolitana []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/26051
@mastersthesis{renati/29492,
title = "Estilos motivacionales docente, necesidades psicológicas básicas, autoeficacia docente y core of burnout en docentes de primaria de Lima Metropolitana",
author = "Denegri Cueva, Francis Hilda",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
Using Self-Determination Theory as a framework (Ryan & Deci, 2017), teachers motivating style is defined as what teachers do to motivate the participation of their students in the different class activities (Reeve, 2009). The autonomy support style consists in the way the teacher nurtures and develops the student's internal motivational resources during the class sessions, promoting favorable conditions so students can adopt their own perspectives. On the other hand, in the controlling style, the teacher insists that students think, feel, or behave in a specific way and that they adopt the teacher's perspective. The autonomy support style satisfies the basic psychological needs (BPN, autonomy, competence, relatedness) which favors optimal functioning and adaptive outcomes (well-being, teacher self-efficacy, among others). On the other hand, BPN frustration predicts maladaptive outcomes (ill-being, core of burnout, among others). This research aims to analyze the relationship between teacher motivational styles (autonomy support/controlling), basic psychological needs (satisfaction/frustration), teacher selfefficacy, and core of burnout in a group of primary school teachers during the pandemic. The sample consisted of 193 teachers from different schools in Lima (Peru). The mean age of the teachers was 38.33 years-old (SD = 8.94). The instruments that were used in this research showed evidence of validity and reliability for this sample. To analyze the hypothetical model, a path analysis was performed. Thus, the model obtained adequate fit indices (X2= 6.70, df = 4, p = .153, RMSEA = .061, CFI= .99, SRMR = .025). The autonomy support style was found to positively predict self-efficacy and this relationship was mediated by BPN satisfaction. Likewise, BPN satisfaction negatively predicted core of burnout. Furthermore, autonomy support style negatively predicted the core of burnout and this relationship is mediated by BPN frustration. Contrary to the expectations, the controlling style did not predict any of the studied variables. The results, limitations and implications will be discussed.
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