La motivación y su relación con el proceso de inclusión en el personal docente de una institución de educación general básica ubicada en el Sur de Quito en el periodo 2024-2025

Abstract

The main objective of this research is to analyze the relationship between motivational factors (intrinsic and extrinsic) and inclusion practices of teaching staff in a basic level educational institution located in the south of Quito, Ecuador; This research proposal falls within the field of Educational Psychology with an emphasis on the sub-area of work motivation and its link with inclusion in educational environments. From the theoretical perspective of Self-determination, the motivation levels of teachers will be evaluated through the administration of the "Intrinsic and Extrinsic Work Motivation Questionnaire (CML)" designed by Dr. Luis Torres Arce, using a quantitative methodological approach. The data will be obtained through the application of standardized instruments. It is expected that the results obtained will allow a comprehensive understanding of the complex relationship between teacher motivation and inclusion practices, as well as identifying the contextual and institutional factors that modulate this relationship. The findings of this research will constitute a significant contribution to the field of educational psychology, by providing empirical evidence on the determinants of motivation and inclusion in school contexts. Likewise, the results obtained will serve as a basis for the design of psychosocial interventions aimed at strengthening teacher motivation and promoting educational inclusion, in order to optimize occupational well-being and improve student academic results."