Motivação e satisfação no trabalho docente em uma instituição de ensino superior particular: estudo de caso

Abstract

The present paper aims at studying the factors of motivation and job satisfaction of teachers at a private institution of higher education. The subjects of study are fifteen (15) teachers of undergraduate courses in pedagogy and psychology of both sexes, aged between 26 to 55 years old. The theoretical framework was guided in the theories of Maslow, McGregor and Herzberg about motivation. The methodology used in this research was a quantitative and qualitative case study. The tools used for collecting data and assessing followed the adapted version of Schmidt (1990) and Fossile (2005). We could conclude in the course of our research that teaching is motivating when roles are clear, the tasks are challenging, when there are supervisors who support leadership style. Thus, in this group the bureaucratic activities, the relationship between colleagues, the teacher performance to identify occupation are factors that do not cause discouragement, since these are basic conditions for promoting the welfare of the employee, for example, they are promoting quality life at work. But it is difficult to feel job satisfaction due to low salaries and lack of security. We concluded that this difficulty is linked to issues of global economic crisis that changed working relationships. Thus, specific actions for better pay and benefits should be increased so that teachers get greater satisfaction.