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[null,"1.","Record Nr.",null,"UNINA990004880030403321"]
[null,null,"Autore",null,"Pizzi, Clemente"]
[null,null,"Titolo",null,"L'umanista Andrea Ammonio : Un Amico di Erasmo / Clemente Pizzi"]
[null,null,"Pubbl/distr/stampa",null,"Firenze, : F. Le Monnier, 1956"]
[null,null,"Descrizione fisica",null,"98 p. , 4 tav. ; 20 cm"]
[null,null,"Locazione",null,"FLFBC"]
[null,null,"Collocazione",null,"IF 366*"]
[null,null,"Lingua di pubblicazione",null,"Italiano"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910624369303321"]
[null,null,"Autore",null,"Quispe Bacilia"]
[null,null,"Titolo",null,"Motivación y desempeño docente"]
[null,null,"Pubbl/distr/stampa",null,"Puno, : Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú, 2022"]
[null,null,"Descrizione fisica",null,"1 electronic resource (64 p.)"]
[null,null,"Soggetti",null,"Schools"]
[null,null,"Lingua di pubblicazione",null,"Spagnolo"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Sommario/riassunto","This book is an adaptation of a research presented at the Micaela Bastidas National University of Apurímac, whose main objective was to determine the level of association of motivation with job performance from the perspective of the teacher of the Public Educational Institutions of the Initial Level of Tamburco (Peru). The study was developed following the process of basic research at the associative correlational level. The data of each one of the variables was registered in the motivation questionnaires that I consider three dimensions (need for achievement, need for power and need for affiliation) and teaching performance also with three dimensions (Planning of pedagogical work, management of learning processes). teaching - learning and professional responsibilities). We worked with all the teachers of the initial level of Tamburco. The statistical treatment according to the research design for testing the selected hypothesis was Kendall's Tau_b coefficient, which allowed reaching the inferential conclusion that there is an association between motivation and teaching performance. On the other hand, in a descriptive way, it is concluded that 16 teachers of 29 individuals in the sample indicate that they do not care about taking into account the needs of achievement, power or affiliation as a motivating force, and in terms of teaching performance, 23 teachers present attitudes and behaviors that reflected that they almost never plan the pedagogical work, nor the management of the teaching and learning processes is low, 5 teachers sometimes participate in their professional responsibilities and only one teacher usually plans, manages the pedagogical processes and assumes their professional "]
[{"$nulls":4},"responsibilities."]
[{"$nulls":4},"Este libro es una adaptación de una investigación presentada a la Universidad Nacional Micaela Bastidas de Apurímac, cuyo objetivo central fue determinar el nivel de asociación de la motivación con el desempeño laboral desde la perspectiva del docente de las Instituciones Educativas Públicas del Nivel Inicial de Tamburco (Perú). El estudio fue desarrollado siguiendo el proceso de una investigación básica de nivel correlacional asociativa. Los datos de cada una de las variables fueron registrados en los cuestionarios de motivación que considero tres dimensiones (necesidad de logro, necesidad de poder y necesidad de afiliación) y desempeño docente también con tres dimensiones (Planificación de trabajo pedagógico, gestión de los procesos de enseñanza - aprendizaje y responsabilidades profesionales). Se trabajo con el total de docentes del nivel inicial de Tamburco. El tratamiento estadístico de acuerdo al diseño de investigación para la contrastación de la hipótesis seleccionada fue el coeficiente de Tau_b de Kendall, que permitió llegar a la conclusión inferencial que existe una asociación entre la motivación con el desempeño docente. Por otro lado, de manera descriptiva se concluye que 16 docentes de 29 individuos de la muestra señalan que no se preocupa en tomar consideración las necesidades de logro, poder o afiliación como fuerza motivadora, y en cuanto al desempeño docente, 23 docentes presentan actitudes y comportamientos que reflejaron que casi nunca planifican el trabajo pedagógico, ni la gestión de los procesos de enseñanza y aprendizaje es baja, 5 docentes a veces participan en sus responsabilidades profesionales y solo un docente por lo general planifica, hace gestión de los procesos pedagógicos y asume sus responsabilidades profesionales."]