000127949 001__ 127949 000127949 005__ 20250908131410.0 000127949 0247_ $$2doi$$a10.22460/infinity.v13i1.p27-44 000127949 0248_ $$2sideral$$a135061 000127949 037__ $$aART-2024-135061 000127949 041__ $$aeng 000127949 100__ $$aPepkolaj, Lekë 000127949 245__ $$aDemotivating factors in teaching mathematics: a study of Albanian teachers 000127949 260__ $$c2024 000127949 5060_ $$aAccess copy available to the general public$$fUnrestricted 000127949 5203_ $$aSeveral studies have highlighted the existence of demotivated teachers in schools. There are several demotivating factors that influence the decisions and commitment that a teacher can acquire. The literature review allows us to characterize the factors that different authors identify to explain teacher demotivation. This article aims to analyze some of the factors that influence mathematics teachers' demotivation and the evaluation of the degree of demotivation in relation to work environment, teaching autonomy, extrinsic values, and students. The information was collected from a questionnaire consisting of 24 items, which was given to 121 active Albanian teachers teaching at different levels of education. These data were analyzed using a quantitative methodology. The independent variables gender, teacher's age, qualification, pupils' age, and type of school are also considered to perform a multivariate analysis. From the results obtained, we can state that the factors that generate the greatest demotivation are textbooks, political conversion and corruption, aspects related to the curriculum, and the costs they must bear. In addition, school status, curriculum changes, meritocracy, material costs, autonomy, and research significantly explain the demotivation of public sector teachers. It highlights the need to seek structured responses aimed at regulating teaching careers. 000127949 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R 000127949 540__ $$9info:eu-repo/semantics/openAccess$$aby-nd$$uhttp://creativecommons.org/licenses/by-nd/3.0/es/ 000127949 592__ $$a0.238$$b2024 000127949 593__ $$aDevelopment$$c2024$$dQ3 000127949 593__ $$aSocial Sciences (miscellaneous)$$c2024$$dQ3 000127949 593__ $$aMathematics (miscellaneous)$$c2024$$dQ3 000127949 593__ $$aEducation$$c2024$$dQ3 000127949 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000127949 700__ $$0(orcid)0000-0003-1369-8711$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza 000127949 700__ $$0(orcid)0000-0002-7725-3917$$aBegué, Nuria$$uUniversidad de Zaragoza 000127949 700__ $$aPrahmana, Rully Charitas Indra 000127949 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática 000127949 773__ $$g13, 1 (2024), 27-44$$pInfinity (Bandung)$$tInfinity (Bandung)$$x2089-6867 000127949 8564_ $$s510878$$uhttps://zaguan.unizar.es/record/127949/files/texto_completo.pdf$$yVersión publicada 000127949 8564_ $$s2031864$$uhttps://zaguan.unizar.es/record/127949/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000127949 909CO $$ooai:zaguan.unizar.es:127949$$particulos$$pdriver 000127949 951__ $$a2025-09-08-12:50:19 000127949 980__ $$aARTICLE