ROLE OF THE TEACHING MOTIVATION IN THE DEVELOPMENT OF POSITIVE BEHAVIOR OF THE STUDENTS OF THE CAREERS OF LANGUAGES AND BILINGUAL EXECUTIVE SECRETARIAT OF THE TECHNICAL UNIVERSITY OF BABAHOYO, EXTENSION QUEVEDO, ECUADOR

Abstract

One of the problems faced by university educational institutions is the lack of motivation of their teachers to perform their tasks better. These motivational failures cause problems of effectiveness and efficiency in the pedagogical performance and therefore in the low academic performance of its students. Education professionals are convinced that motivation is a key element for successful learning. That is why, today it is understood that the affective factors, within which the motivation is found, cannot appear dissociated from the cognitive factors, which are those that traditionally have been privileged in the classrooms. Although the motivation is observed as a reciprocal factor where some individuals influence others and contextual factors have a greater weight, the most frequent and easy is that if students are demotivated and do not progress is because of they. In order to make students feel motivated, the teacher must expand a range of forms and techniques that allow him to fulfill this purpose, among them the creation and application of didactic games, organization of competences, and meetings of knowledge. These become powerful learning tools, which produce satisfaction at the same time that requires the participant’s effort, rigor, attention and memory, which will ensure the development of students' intellectual abilities by encouraging learning to learn.