Motivational strategies to improve teaching performance

Abstract

Introduction: The performance of the teacher has to adjust to the needs of the students of the digital age, using active methodologies to arouse their interest in learning and involve them spontaneously in class topics to achieve significant learning. Objective: to demonstrate the efficiency of the application of a program of motivational strategies that seeks to improve the professional performance of teachers in the College Fiscal Juan José Plaza Guayaquil - Ecuador. Methodology: We have worked with a universal sample of 24 professors, the collection of which was carried out with a questionnaire of 26 questions on teaching performance; the study is applied, quantitative, experimental in pre-experimental mode, applying pre-test and post-test to assess the variations of the study group. Results: the hypothesis contrast handled the “t” Student distribution for associated samples. The findings of the data analysis before applying the motivational strategies, the teaching performance revealed 58.33% medium scale, in the post-test it improved to a high scale 75%, the contrast of the results presents a difference of 37.5%. Conclusions: it has been shown that there was a significant change in the level of teaching performance.