Teacher motivation and career cycles in Physical Education of teachers from Western Paraná

Abstract

BACKGROUND: Different contextual, personal and professional elements influence teacher motivation throughout the cycles of professional development.
OBJECTIVE: The aim of this study was to gather and analyze data and aspects that influence motivation in the teaching career, considering its professional development cycles.
METHODS: This is a descriptive, exploratory study with a sample of 19 Physical Education teachers affiliated with the State and Municipal Departments of Education in municipalities in the western region of Paraná, Brazil. A socio-demographic questionnaire was used for personal and professional characterization, along with the Teacher Motivation Scale, based on the characteristics of the Physical Education teaching career: career entry, consolidation of professional competencies, affirmation, and diversification in the career, career renewal, and career maturity. Content analysis was used as the analysis plan.
RESULTS: The growth of interpersonal competencies, cooperative work in establishing links between motivational representation structures, and greater security in the teaching role were more evident in the first two cycles. These findings have implications for approval and recognition in the third cycle, while in the fourth cycle, teachers demonstrate weakened performance due to frustrations with working conditions in their professional careers, while in the final career cycle, contemplation of their career path and professional development becomes more evident.
CONCLUSION: Teacher motivation was evident in the different stages of professional development, with dedication to the profession in the initial cycles and, in the later stages, transforming into a reflection on the experiences accumulated over the years of their careers.