Abstract:

The role of student motivation in the online learning process during the COVID-19 pandemic is well known and supported by scientific evidence. However, the area of teacher motivation has not received as much attention. COVID-19 may have accentuated well-known demotivating factors, such as lack of support from management and work overload, which can negatively impact on work-life balance and well-being. During the pandemic, teachers have had to figure out how to teach online and many have engaged in training to improve their performance and ensure they are prepared for the challenges of this new way of teaching. In a normal situation, they would be expected to learn new teaching skills to increase their motivation. However, the pressure of the pandemic may not have allowed teachers to enjoy this learning process. Some may have found it a challenging and inspiring experience, but it could also have been a frustrating experience where teachers were pressured to learn something new in a limited time. The objective of the study was to determine the level of work motivation in teachers at a private university during the COVID-19 pandemic. The focus of the present study was quantitative, descriptive cross-sectional design. The sample consisted of 32 teachers from a private university located in Lima - Peru. The questionnaire used is the MbM, created by Marshall Sashkin, which is based on the theoretical model proposed by Maslow. It consists of 24 Likert scale items and 4 dimensions. Data collection was carried out by sending electronic forms. The results show that the mean age was 43.59 +/- 6.535 years, 56.3% (n = 18) were women, 59.4% (n = 19) were married, 46.9% (n = 15) had a working time of less than 2 years at the institution and 81.3% (n = 26) worked part-time at the institution. 43.8% (n = 14) had a medium level of work motivation, followed by 40.6% (n = 13) with a high level. Regarding the dimension of protection and security needs, the majority obtained a high level of motivation with 46.9% (n = 15). Regarding the dimension of social needs and belonging, the majority obtained a medium level of motivation with 62.5% (n = 20). Regarding the self-esteem needs dimension, the majority obtained a high level of motivation with 56.3% (n = 18). Regarding the self-realization needs dimension, the majority obtained a medium level of motivation with 43.8% (n = 14). It is concluded that most teachers have a medium and high level of work motivation. Since the professional action of teachers is a system of complex activities, and one of the important factors for the success of these activities is work motivation, it is necessary to generate strategies and interventions to optimize the various factors involved in the work motivation of students. teachers.

Keywords:

Teacher motivation, educational Personnel, COVID-19.