Professionality and teacher (des)motivation: challenges to qualified performance

Abstract

This article aims to explore the relationship between teaching professionalism and teacher (de)motivation. (De)motivation is a phenomenon that underlies the process of establishing professionalism with a strong impact on teacher performance and training. It is related to several aspects such as: professional development, social recognition of the profession, government action and public policies, the relationship between teacher and student. There are also elements inherent to the teaching-learning process, which are decisive in professional performance and in the quality of school education. It was concluded that teaching is a profession produced from human interactions. When demotivation occurs, this interaction is hampered, bringing harm to qualified performance and training and to the process of teaching professionalism, which is established, among other things, through motivated adherence to the teaching career.