Importance of Pedagogical Practice in Teaching Satisfaction

Inelia Caterina Villalobos Iturriaga; Katherine Acosta García; Diego Castro-Ceacero; Paola Contreras Hernández; Álvaro González Sanzana

doi:10.3390/educsci15030286

Importance of Pedagogical Practice in Teaching Satisfaction

Título traducido de la contribución: Importancia de la práctica pedagógica en la satisfacción docente

Departamento de Educación

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

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Resumen

La motivación que muestran los docentes en las primeras etapas de su desarrollo profesional afecta su futura competencia profesional y su adaptabilidad al entorno ocupacional. Este estudio explora las variables motivacionales que inciden en la satisfacción con la elección de una carrera en pedagogía en Chile, comparando docentes en formación con docentes en servicio. Se empleó un diseño cuantitativo no experimental y correlacional-explicativo, encuestando a 758 participantes (328 docentes en formación y 430 docentes en servicio) mediante el cuestionario FIT-Choice. Los resultados revelan que las motivaciones intrínsecas, como el deseo de trabajar con niños, adolescentes y las experiencias docentes previas, tienen una fuerte correlación positiva con la satisfacción en ambos grupos. Esto revela la importancia de incentivar y fortalecer la experiencia práctica en la formación inicial docente. Además, las diferencias en el valor de la estabilidad laboral y la contribución social reflejan la evolución de la motivación desde la formación inicial docente hasta el ejercicio profesional.

Título traducido de la contribución	Importancia de la práctica pedagógica en la satisfacción docente
Idioma original	Inglés
Número de artículo	286
Publicación	Education Sciences
Volumen	15
N.º	3
DOI	https://doi.org/10.3390/educsci15030286
Estado	Publicada - mar. 2025

Palabras clave

Motivación
Satisfacción laboral
Pedagogía
Enseñanza de la educación
Práctica docente

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10.3390/educsci15030286Licencia: CC BY

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title = "Importance of Pedagogical Practice in Teaching Satisfaction",

abstract = "The motivation teachers display in the early stages of their professional development affects their future professional competence and adaptability to the occupational environment. This study explores the motivational variables that influence satisfaction with choosing a career in teaching in Chile, comparing pre-service teachers with in-service teachers. A non-experimental, correlational-explanatory quantitative design was used, surveying 758 participants (328 pre-service teachers and 430 in-service teachers) using the FIT-Choice questionnaire. The results reveal that intrinsic motivations, such as the desire to work with children and adolescents, and prior teaching experience, have a strong positive influence on satisfaction in both groups. This highlights the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training to professional practice.",

keywords = "Motivation, Occupational satisfaction, Pedagogy, Teaching education, Teaching practice, Motivaci{\'o}n, Satisfacci{\'o}n laboral, Pedagog{\'i}a, Ense{\~n}anza de la educaci{\'o}n, Pr{\'a}ctica docente",

author = "\{Villalobos Iturriaga\}, \{Inelia Caterina\} and Garc{\'i}a, \{Katherine Acosta\} and Diego Castro-Ceacero and Hern{\'a}ndez, \{Paola Contreras\} and Sanzana, \{{\'A}lvaro Gonz{\'a}lez\}",

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year = "2025",

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doi = "10.3390/educsci15030286",

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AU - Villalobos Iturriaga, Inelia Caterina

AU - García, Katherine Acosta

AU - Castro-Ceacero, Diego

AU - Hernández, Paola Contreras

AU - Sanzana, Álvaro González

PY - 2025/3

Y1 - 2025/3

N2 - The motivation teachers display in the early stages of their professional development affects their future professional competence and adaptability to the occupational environment. This study explores the motivational variables that influence satisfaction with choosing a career in teaching in Chile, comparing pre-service teachers with in-service teachers. A non-experimental, correlational-explanatory quantitative design was used, surveying 758 participants (328 pre-service teachers and 430 in-service teachers) using the FIT-Choice questionnaire. The results reveal that intrinsic motivations, such as the desire to work with children and adolescents, and prior teaching experience, have a strong positive influence on satisfaction in both groups. This highlights the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training to professional practice.

AB - The motivation teachers display in the early stages of their professional development affects their future professional competence and adaptability to the occupational environment. This study explores the motivational variables that influence satisfaction with choosing a career in teaching in Chile, comparing pre-service teachers with in-service teachers. A non-experimental, correlational-explanatory quantitative design was used, surveying 758 participants (328 pre-service teachers and 430 in-service teachers) using the FIT-Choice questionnaire. The results reveal that intrinsic motivations, such as the desire to work with children and adolescents, and prior teaching experience, have a strong positive influence on satisfaction in both groups. This highlights the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training to professional practice.

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KW - Occupational satisfaction

KW - Pedagogy

KW - Teaching education

KW - Teaching practice

KW - Motivación

KW - Satisfacción laboral

KW - Pedagogía

KW - Enseñanza de la educación

KW - Práctica docente

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ER -

Importance of Pedagogical Practice in Teaching Satisfaction

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