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Human talent management model based

on intrinsic motivation for the

professional performance of teachers.

Modelo de gestión del talento humano por motivación

intrínseca para el desempeño profesional de los docentes

Doris Walter Castañeda*

Abstract

Today educational institutions must face a series of challenges and

difficulties, as a result of the changing environment, globalization and their

ideal of effective positioning within the knowledge society. To face the new

context, pedagogical leaders must develop motivational competencies that

lead to develop in their teachers better performances driven by intrinsic

motivation. The objective of this study is to propose a Human Talent

Management Model by Intrinsic Motivation for Professional Teacher

Performance that promotes the development of motivational competence

and competitiveness of the educational institution. The study is of

descriptive design, of a propositional type, the study sample is made up of

19 people among teachers and directors of the Primary and Secondary

Educational Institution "Pedro Ruiz Gallo" of Muy Finca-Mochumì. The

results of the research have made it possible to analyze relevant aspects of

the reality of human talent management, intrinsic motivation and teaching

performance at the global, Latin American, national and local levels in

order to prepare the proposal in which the management characteristics of

the human talent by intrinsic motivation based on new dimensions

resulting from the relationship between them.ç

Doctor in educational administration. Enrique López

Albújar de Cuculí Educational Institution - Chongoyape,

doriscastaneda@gmail.com, ORCID:

https://orcid.org/0000-0003-1710-9611

Article

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Key words: Management model, human talent, intrinsic motivation,

professional performance, teachers.

Resumen

Hoy las instituciones educativas deben enfrentar una serie de desafíos y

dificultades, como producto del entorno cambiante, la globalización y su

ideal de posicionamiento efectivo dentro de la sociedad del conocimiento.

Para enfrentar el nuevo contexto los líderes pedagógicos deben desarrollar

competencias motivacionales que conlleven a desarrollar en sus docentes

mejores desempeños impulsados por la motivación intrínseca. El objetivo

del presente estudio es proponer un modelo de gestión del talento humano

por motivación intrínseca para el desempeño profesional docente que

promueva el desarrollo de la competencia motivacional y la competitividad

de la institución educativa. El estudio es de diseño descriptivo, de tipo

propositiva, la muestra de estudio lo conforma 19 personas entre docentes

y directivos de la institución educativa primaria y secundaria “Pedro Ruiz

Gallo” de Muy Finca- Mochumí. Los resultados de la investigación, han

permitido analizar aspectos relevantes de la realidad de la gestión de

talento humano, la motivación intrínseca y desempeño docente a nivel

mundial, latinoamericano, nacional, local con la finalidad de elaborar la

propuesta en la destaca características de gestión del talento humano por

motivación intrínseca basado en nuevas dimensiones resultado de la

relación entre ellas.

Palabras clave: Modelo de gestión, talento humano, motivación

intrínseca, desempeño profesional, docentes.

Introduction

Economic and social changes are transforming the management of

educational institutions in the management of human talent to

achieve better performance and meet the new challenges of the

context, which require greater creativity and initiative, and

commitment of teachers. Currently, the professional requirements

assigned by the control bodies of higher education, generate concern

and increase the level of anxiety in university teachers, because they

must play various roles, which represent greater cooperation in

management procedures and decision making corresponding to the

teaching - learning process. (Molina and García, 2018). In addition,

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there is a concern in educational environments to better respond to

the demands of the productive sector and the requirements of

employers, rethinking traditional curricular designs. (López and

Narváez, 2019). In the educational field there are many proposals,

however they do not represent profitable results in our society,

success has not been achieved. (Alvarez, Gudiño, Macías and

Izquierdo, 2020).

Therefore, Marcelo & Vaillant (2009) state that social

transformations require an in-depth review of human talent

management with respect to teaching performance and working

conditions, teaching performance and motivations to reach the

highest levels of productivity. One of the factors that influence the

professional performance of teachers is motivation, since it is

necessary to recover the passion of teachers for their work, an aspect

that has not been achieved only with extrinsic motivation and that

requires, according to the latest research, the awakening of intrinsic

motivation in schools, since economic incentives are not giving the

expected results in the performance of teachers.

The topicality of the problem lies in the need for educational

institutions to awaken motivation, create a culture of motivation and

establish exercises to stay motivated in front of the task or activities

as an important dimension of the professional performance of

teachers in service of the institutions.

Educational organizations continue to manage human talent as an

organizational resource without taking into account that we are

human beings with inherent faculties such as intelligence,

knowledge, skills, personality, aspirations, abilities, feelings,

aspirations, emotions and self-perceptions. Likewise, there are

variables that have a decisive influence on job performance. In our

case, they have an influence on teachers' work deployment, such as

motivation, which is an aspect neglected by many pedagogical

leaders and which today is of great importance to achieve excellent

performance.

Currently, extrinsic motivational practices based on rewarding the

worker through compensation and economic incentives such as

prizes, commissions or bonuses for good performance and

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punishment in case of failure, is what has traditionally been applied.

This way of managing talent responded efficiently to the industrial

historical moment in front of the routine and recurrent mechanical

activity; that is, those that we execute with the (left) hemisphere of

our brain center.

Latin American education has been affected by reform processes that

have generated uncertainty, setbacks and wear and tear in the

teaching profession. "Many teachers in Latin America have had to

adapt to the reforms without the necessary preparation and as a result

have had great difficulties that have affected them personally and

professionally, producing a high level of job demotivation" (Gomez,

2008, p.88). (Gomez, 2008, p.88).

Today, teachers are under pressure to use new technologies and

methodologies, to work collegially, to give more of their time to

planning and extracurricular activities, to research work, and to the

disciplinary control (behavior) of students and the lack of parental

support. This has generated frustration, demotivation and

dissatisfaction among teachers who feel limited in their capacity to

respond to the new context that is affecting their performance, as

they show little commitment to their work, weak leadership and

initiative, lack of interest in teamwork, self-preparation, research and

innovation, probably due to an inefficient practice of human talent

management to face the new educational challenges. One of the

aspects that are influencing this reality are the scarce motivational

practices within the educational institution and the economic

incentives that are only for a few and generate dissatisfaction among

teachers who do not receive them when comparing that they do the

same work but with different salaries. In addition, some teachers

who receive greater economic benefits and are on a higher teaching

scale do not necessarily demonstrate better performance; on the

contrary, there is no greater effort, but rather the effort ended when

they received the economic incentive. Internally, the educational

institution has incentives and sanctions established in the internal

regulations in force that correspond to the delivery of medals,

congratulatory letters, diplomas, resolutions, and application of legal

provisions for sanctions. These scarce recognitions are not granted

regularly and when they are granted it is not on the basis of

performance but for having fulfilled a work commission and in a

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general way. This leads to inequity and dissatisfaction, division and

a negative attitude towards anything that means more effort and time

outside the workload. It seems that teaching functions are only

fulfilled because of the salary received at the end of each month.

The work plan also lacks objectives and activities related to training,

updating, specialization, training and development of human talent

on the part of the educational institution, since it does not have the

financial resources. These actions have always been organized by the

local Management Unit.

In conclusion, the educational institution has an inefficient and

informal human talent management with extrinsic motivational

practice based only on formally regulated rewards and incentives

that do not have a positive influence on the performance of teachers,

there is no motivational competence in teachers and the organization

does not show competitiveness in its environment.

The problem of this research is how should be a model of human

talent management by intrinsic motivation to improve the

professional performance of teachers of the Educational Institution

Pedro Ruiz Gallo de Mochumí - 2017?

Berrú, Campos and Seminario (2013) focus their study on the

relationship between intrinsic motivation and job satisfaction of

teachers at the educational institution Albert Einstein College, José

Leonardo Ortiz. The research corresponds to the quantitative nature

using a descriptive correlational design. A sample of 18 teachers was

selected and the Steers R. and Braunstein D. Motivation Scale and

the Job Satisfaction Scale (SL-SPC) were used as data collection

instruments, concluding that female teachers between 26 and 30

years of age are factors that can exert a certain influence on the levels

of intrinsic motivation and job satisfaction. The levels of job

motivation in teachers fluctuate between medium values 44.4% and

low 44.4%. The levels of job dissatisfaction are very high for the task

significance factor with 61.1%, indicating that these teachers do not

have expectations in their job performance. After the application of

Pearson's tests, a result of 0.812 was obtained, which is a high

correlation indicator, so there is a significant and positive

relationship between intrinsic motivation and job satisfaction of

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teachers.

Herrera (2011) also presents his research: Motivation, satisfaction

and work environment at the IE Karl Weiss - Chiclayo, conducted in

a population of 65 teachers, the technique used was the interview.

The research concluded that 48% of the teachers of the educational

institution have a medium level of motivation, with the dimensions

of identity and autonomy being the most significant, while the

dimensions of feedback, importance and variety of the task

characterize the low level of motivation. The dimensions that

generate medium motivation in teachers are characterized by

identity, which is related to the importance of the results they achieve

with their work and the opportunities it offers them for their personal

fulfillment; and autonomy, a dimension under which they consider

that the responsibility with which they assume their work enables

them to make decisions with the degree of freedom generated by

their competencies. It is determined in the research that the appointed

teacher shows less interest than the hired teacher because he/she

feels secure in his/her job. In addition, the main reason why workers

provide services to their educational institution is because of their

need for a secure salary from the State; they point out that they make

an effort to ensure that things go well but feel that they are not

recognized. They recommend implementing better talent

management processes that consider processes and activities aimed

at improving the categories that were found at the medium level in

relation to motivation. Especially those related to intrinsic

motivation, which influences the employee's job satisfaction in the

company.

Currently, the paradigm is based on the reason that organizations

have competence through people. From here it is highlighted that the

success of an organization depends on the capacity it has to manage

the human capital or talent. It is important to point out that the

potential of people is the core factor in the organization and

development of the company's management, taking into account that

business entities compete and develop in competitive environments.

The management of human talent has progressed emerging new

techniques such as Management by Labor Competencies, which

provides solutions to organizations, is involved in the progress of

employees and helps to increase the potential, for the achievement

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of personal goals and therefore of the organization. (López, 2018).

There are three approaches that guide the management theory used

in the performance of people in the organization. According to Lewis

and Heckman (2006) they are: Talent management vs. human

resources practice, talent preservation vs. career plans and Talent

linked to performance: 1) The first approach: considers talent

management a way of managing human resources whose processes

are: recruitment, selection, development and management of

development and succession plans. 2) Second approach: preserving

talent. It has at its core the idea of retaining talent in an organization

as a core practice for the company to be successful. 3) Regarding the

third approach, along the lines of Benitez (2005), "The need to

improve the internal market in the organization based on the

satisfaction of the needs of human talent, in an organizational climate

conducive to the achievement of organizational objectives".

For Cerna (2006) the human resource is a competent capacity to be

transformed into a business advantage for competitiveness and

productivity; therein lies the importance therefore if the human

resource is willing to provide its effort, the organization will

advance. (Solis, 2019). For McGregor (1957) a management model

integrated by people and based on competencies, considers that the

objectives and planning of human resources must be built from the

framework of the strategic objectives and plans of the company.

(p.23). For Vela, J. (2000) an efficient talent management of human

resources in higher education constitutes a primary objective,

because it integrates the creation, dissemination and learning of new

knowledge, and favors local, national and universal development,

responding to the changes that originate at the global level. (Moreno

and Sanchez, 2019). Therefore, the human resources management

function must be aligned with the rest of the company's functions,

being people and their knowledge a preponderant factor of

productivity and a determining factor when establishing competitive

advantages". (McGregor, 1957, p.23).

There are many theories of motivation and each of them differs in

terms of the factor they consider most important in achieving

motivation. A review of the different schools shows that some have

focused on the motivational factors and others on the process; in any

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case, motivational models are moving towards giving great

importance to the cognitive dimension. (McGregor, 1957, p.23). The

best known theories are: the "X" "Y" Theory of Douglas Mc Gregor,

which focuses its vision on two opposing positions underlying the

life of human beings: positive position (X) and negative position (Y);

the Hierarchy Model (Maslow, 1943) who conceives the individual

as an integrated whole, which has a series of stable motives that

guide him towards the future, prevailing as a motive of his activity,

autonomy (possibility of fully using the skills, abilities and

creativity). The criterion of self-realization is the supreme motive in

his hierarchy of needs, he considers it the ultimate goal of learning

to fully developed personality that is associated with an essence of

intrinsic nature. (p.48); McClelland's (1961) theory of learned needs,

which considers that "motivational drives are related to needs for

Achievement, Affiliation and Power. The defining characteristics of

the achievement-oriented are the pursuit of personal responsibility

and the overcoming of challenges in order to reach attainable goals"

(p.44); Herzberg's (1959) theory of motivation-hygiene focuses its

theoretical construct on the work of the individual and the

surrounding environment (externally oriented approach). From this

research it was concluded that favorable situations were directly

related to motivational variables (at work). For example, level of

responsibility, progress, recognition, etc. On the other hand,

unfavorable situations were related to hygiene variables (work

context). Verbigracia, working condition, monitoring received,

payment or salary, etc.

There are many challenges that teachers face when working with

diverse groups in terms of origin, social status, religion and

experiences; these determine motivations such as focusing on grades

or pleasing parents; ideally, motivation should be intrinsic,

characterized by autonomy. (Oyarzún and Valdés, 2020).

Motivational factors for education are the educational and family

environment, in addition to personal components and different

mechanisms of the context that influence and accompany the

process. (Rojas and Hernández, 2020). Robbins (2005) states that

"motivation is constituted by the processes responsible for an

individual's desire to make a great effort to achieve organizational

goals, conditioned by the capacity of the effort to satisfy some

individual need" (p.292).

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This means that there are variables or factors involved in motivation

such as the needs of the individual must be compatible with the

objectives of the organization, it depends on this to originate, guide

and maintain motivation over time, if this does not happen, no matter

how much effort is made, the results may be unfavorable or contrary

to the interests of the same. Some work to satisfy their basic needs

for survival, while others seek security; still others work to satisfy

their own ego or something even deeper. The factors that move an

individual to work cannot be reduced to a purely economic

motivation. Gamboa Romero, M. A., Barros Morales, R. L., &

Barros Bastidas, C. (2016). (Deci and Ryan, 1985, p.10).

It has a theoretical value because it contributes with a proposal for a

human talent management model based on intrinsic motivation to

contribute to the strengthening of the professional performance of

in-service teachers, thus seeking their personal and professional

satisfaction with their educational work. This model is based on

scientific research at the level of organizational psychology and

educational administration centered on truth criteria proposed by

various authors who develop the subject in depth. It is assumed here

that meaningful learning and efficient performance in human talent

management are achieved not only with extrinsic incentives, since

intrinsic interest in the task or activity is lost. Without internal

motivation, no incentive will generate greater motivation. Intrinsic

motivation is more concerned with internal satisfaction and less with

external rewards. Daniel Pink highlights three important elements:

autonomy, mastery and goals for the development of intrinsic

motivation, in addition to the fundamental element of affectivity,

which are present in the research.

From a practical point of view, this study justifies the research

because it helps to solve an educational social problem linked to poor

teaching performance. Importance should be given to the teaching

performance since it represents a factor for the development of the

student and his professional future, according to UNESCO (1996)

mentions that education has problems among them school failure,

where students have problems to adapt to the requested conditions

and to achieve the required results, becoming victims of exclusion.

(Bedor, 2018). According to Peña (2002) professional performance

is all work executed by an individual to respond to the tasks assigned

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as a commitment and that will be evaluated according to the result,

for Ponce (2005) the professional teaching performance is the action

of the teacher according to his pedagogical capabilities to guide,

guide, and evaluate the course of instruction of the student, he must

know the specific functions for the teaching work. (Martínez and

Guevara, 2015). The teacher's evaluation of the pedagogical practice

will show the particular knowledge and the way he/she deliberates

on his/her contexts and reformulates this particular knowledge.

(Dimaté, Tapiero, González, Rodriguez & Arcila, 2017) The teacher

needs a foundation of his professional identity, which is constituted

by personal experiences, initial training and practice, it is essential

to recognize his practice to reconstruct and model his identity,

associate his particularity and how he expresses himself before the

collective to which he belongs. (Marroquín, 2019)

The establishment of a Human Talent Management model based on

Intrinsic Motivation directly results in the strengthening of self-

esteem, in the social demand to generate commitments, in the

creative capacity, in the satisfaction and competence of teachers. It

will contribute to face the new challenges of the educational reforms

that are being implemented by the Ministry of Education, resulting

in the strengthening of student learning. For pedagogical leaders, it

will be a strategic tool to generate intrinsic motivation in their

teachers based on the knowledge of the factors that trigger it with

strategies and techniques that influence the improvement of teachers'

professional performance. Thus, the research provides a proposal for

a human talent management model based on intrinsic motivation that

influences the process of teachers' professional performance.

From the methodological point of view, the proposal includes the

determination of the factors that awaken motivation, the creation of

a culture of motivation and the establishment of strategies to remain

intrinsically motivated in front of the tasks or activities that lead to

be an important factor in the professional performance of teachers in

service of the educational institutions and in particular in the

educational institution Pedro Ruiz Gallo.

The model is organized holistically and systemically under a

strategic human talent management approach in whose processes are

linked the dimensional elements of human talent management by

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intrinsic motivation that are interrelated and integrated, giving rise

to new dimensions, from which are born strategies that are drivers of

awakening intrinsic motivation in people. All this is linked to the

influence on professional teaching performance, motivational

competence and organizational competitiveness.

Materials and methods

For the present research the descriptive design was used, the study

population is made up of 19 collaborators among teaching staff and

directors of the Primary and Secondary Educational Institution

"Pedro Ruiz Gallo" - Mochumí, the sample is equal to the

population. The technique used was the survey, the instrument used

was the questionnaire on the variables under study, which allowed

gathering information on the proposed model, applied directly to the

study sample.

The procedures for data collection were developed in two stages. In

the planning stage, the objective of the survey was defined according

to the study problem, determination of the items, formulation of the

questionnaire, validation of the expert judgment. In the field stage:

coordination with the director of the educational institution for the

respective authorization, application of the survey to teachers and

collection of the surveys for subsequent tabulation and analysis,

descriptive statistics or exploratory analysis of data according to the

objectives and the hypothesis formulated, which allow us to detect

the outstanding and unexpected characteristics of the research

problem.

For the construction of the problem, the historical framework was

used to describe, analyze and explain how the evolution of the facts

of the study population is presented in time and space, and the

Hypothetical Deductive method, logically concatenating with the

entire research process from the stage of: diagnosis, planning,

execution and presentation of results.

For the construction of the theoretical framework, the analytical

method was used, which made it possible to know, through analysis

and critical examination at an in-depth level, the theoretical and

practical foundations of the study variables in order to: explain,

make analogies, better understand their behavior and establish new

theories; the inductive-deductive method, which made it possible to

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organize and accumulate knowledge and information in relation to

the study variables. Deduction entailed establishing the relationship

between theory and observation of the reality under study in order to

establish the phenomena under investigation on the basis of the

theory.

In this research, the minimum ethical criteria were considered, such

as objectivity, honesty and respect for the rights of third parties,

respecting the authorship of the authors, citing each of the sources

consulted. There is coherence in the development of the phases of

the research process, strengthening the objectivity in the quality of

the research. Likewise, respect for the people involved in the

collection of data within the educational institution. The results are

handled in a prudent manner with the safety and well-being of the

people involved in the research.

Results

A job performance questionnaire was applied and the results are

presented below item by item, as well as by dimensions and by the

general variable Performance.

Table 1.

Professional development dimension (grouped)

Frequency

Percentage

Valid percentage

Cumulative

percentage

Valid

Regular

84,2

Good

15,8

100,0

Total

100,0

We observe that the majority (84.21%) are located in the

professional development dimension at the Regular level and

(15.79%) are at the Good level.

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Table 2

Dimension of teaching function and practice (grouped)

Frequency

Percentage

Valid percentage

Cumulative

percentage

Valid

Deficient

57,9

Regular

42,1

100,0

Total

100,0

We observe that the majority (57.89%) are located in the teaching

function and practice dimension at the Deficient level and 42.11%

are at the Regular level.

Table 3

Performance Variable (grouped)

Frequency

Percentage

Valid percentage

Cumulative

percentage

Valid

Deficient

100,0

We observed that All (100%) have a deficient level of performance.

Therefore, in the diagnostic objective, both in the dimensions and in

the general variable, teachers have difficulties in their performance,

making it necessary to implement the model designed in this

research, which is explained in the following section.

Discussion

According to the results of the Research, regarding the first objective

it was determined that the decent performance in 100% came out

deficient, which evidenced the situations observed at the beginning

of the research, in deficiencies in the dimensions Function and

teaching practice and development of professionalism, the same

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deficiencies can be observed in many organizations in which similar

researches were also conducted such as Berrú, Campos, & Seminario

(2013) who point out that job performance is also low, and at the

same time point out in their study that one of the factors that is

related to this is intrinsic, and that was one of the reasons to consider

in the present work the design of a human talent management model

by intrinsic motivation, precisely to develop teaching professional

performance.

The model is based on the theories of strategic human talent

management and competencies, and theories related to intrinsic

motivation by Thomas Kenneth, Pink, Bandura's self-efficacy,

Cskszentmihalyi's flow theory, and Deci Ryan's needs theory have

also been considered; these theories supported the design of the

phases that are given by a set of actions to comprehensively promote

the development of the dimensions Internal, external, orientation

towards the purpose and perseverance for mastery and autonomy of

the Human Talent Management variable and the dimensions

function and teaching practice and development of professionalism

of the teaching performance variable that are incorporated in the

designed model. The model was validated by experts who agreed on

its construct and applicability.

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