<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000100001</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-1.17971</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un modelo para la motivación del personal docente en instituciones de educación superior analizado desde la complejidad]]></article-title>
<article-title xml:lang="en"><![CDATA[A model for the motivation of teaching staff in higher education institutions analyzed from the complexity]]></article-title>
<article-title xml:lang="pt"><![CDATA[Um modelo de motivação do corpo docente em instituições de ensino superior analisado a partir da complexidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco-López]]></surname>
<given-names><![CDATA[Jorge Ariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia-Arias]]></surname>
<given-names><![CDATA[Jhoany Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico Metropolitano  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Metropolitano  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El objetivo es desarrollar un modelo que permita una mejor comprensión de la motivación del personal docente en instituciones de educación superior (IES) desde la complejidad.  Metodología.  Es una investigación de tipo correlacional-descriptiva, con un método de investigación mixta, con una categoría dependiente motivación, ligada a un sistema categorial que fue extraído desde la revisión bibliográfica y depurado posteriormente por dos rondas de personas expertas mediante la técnica Delphi, quienes indicaron 6 categorías que influyen en la motivación docente: intrínsecos; extrínsecos; transformar conocimiento, generar investigación; calidad en la educación; formación permanente; docencia como generadora de estatus social. Posteriormente se construyen 40 subcategorías referenciadas que dan cuenta de cada categoría y, para mayor exactitud, se utilizó el método Lasso para reducir las subcategorías, las cuales quedaron en 27, esto garantizó la elaboración de preguntas en una encuesta de 122 registros de docentes, tipo escala likert.  Resultados.  La interdisciplinariedad del pensamiento complejo precisa un sin número de elementos sobre la motivación del personal docente de instituciones de educación superior que incluye aspectos de la actividad profesional, integralidad, eficacia, conocimiento, resolución de problemas, liderazgo, interacciones, aprendizaje autónomo, metodologías, asuntos institucionales, relaciones de poder y posición social.  Discusión y conclusión.  Es necesario partir desde una mirada holística que integre la motivación docente en diferentes aspectos: práctica docente, comportamiento del estudiantado, aspectos organizacionales, interactividad de la comunidad académica, reconocimiento, contextos históricos y situacionales. Es necesario, también, lograr integrar estos elementos que contribuyen a obtener procesos formativos de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This study aims to develop a model that provides a better understanding of the motivation of teaching staff in higher education institutions (HEI) from a complexity perspective.  Methodology.  It is a correlational-descriptive type of research, with a mixed research method and a motivation-dependent category. The research is linked to a categorical system extracted from the literature review and subsequently refined by two rounds of experts using the Delphi technique. They indicated the following 6 categories that influence teaching motivation: intrinsic, extrinsic, transform knowledge, generate research, quality in education, permanent education, and teaching as a generator of social status. Subsequently, 40 referenced subcategories were constructed that account for each category. For greater accuracy, the Lasso method was used to narrow down the subcategories to 27; this ensured the formulation of questions in a survey with 122 records of teachers, based on the Likert scale type.  Results.  The interdisciplinarity of complex thinking requires several factors in motivating higher education faculty. These include professional activity, comprehensiveness, effectiveness, knowledge, problem-solving, leadership, interactions, autonomous learning, methodologies, institutional issues, power relations, and social position.  Discussion and conclusion.  It is crucial to start from a holistic view that integrates teaching motivation in different aspects such as teaching practice, student behavior, organizational aspects, interactivity of the academic community, recognition, and historical and situational contexts. Equally crucial is achieving the integration of these elements that contribute to fostering quality training processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo é desenvolver um modelo que permita uma melhor compreensão da motivação do corpo docente das instituições de ensino superior (IES) numa perspetiva de complexidade.  Metodologia.  Trata-se de uma pesquisa do tipo correlacional-descritiva, com método de pesquisa misto e categoria dependente de motivação. Essa pesquisa está vinculada a um sistema categórico que foi extraído da revisão da literatura e posteriormente refinado por duas rodadas de especialistas utilizando a técnica Delphi. Os especialistas indicaram 6 categorias que influenciam a motivação docente: intrínseca, extrínseca, transformar conhecimento, gerar pesquisas, qualidade na educação, educação permanente, e a docência como geradora de status social. Posteriormente, foram construídas 40 subcategorias referenciadas que dão conta de cada categoría. Para maior precisão, utilizou-se o método Lasso para reduzir as subcategorias para 27, o que garantiu a elaboração de questões em um levantamento de 122 registros de professores, tipo escala likert.  Resultados.  A interdisciplinaridade do pensamento complexo exige uma série de elementos na motivação do corpo docente das instituições de ensino superior que vão desde aspectos da atividade profissional, abrangência, eficácia, conhecimento, resolução de problemas, liderança, interações, aprendizagem autônoma, metodologias, questões institucionais, relações de poder e posição social.  Discussão e conclusão.  É necessário partir de uma visão holística que integre a motivação docente em diferentes aspectos: prática docente, comportamento dos estudantes, aspectos organizacionais, interatividade da comunidade acadêmica, reconhecimento, contextos históricos e situacionais. Alcançar a integração desses elementos que contribuem para fomentar processos de formação de qualidade também é essencial.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Categorías]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[ODS4]]></kwd>
<kwd lng="en"><![CDATA[Categories]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[SDG4]]></kwd>
<kwd lng="pt"><![CDATA[Categorías]]></kwd>
<kwd lng="pt"><![CDATA[complexidade]]></kwd>
<kwd lng="pt"><![CDATA[profesor]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[ODS4]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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