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