La motivación de los docentes en instituciones de educación superior analizado desde la complejidad

Objective. The objective is to develop a model that allows a better understanding of the motivation of teachers in Higher Education Institutions (HEIs) from the complexity. Methodology. It is a correlational-descriptive type of research, with a mixed research method, with a category dependent on motivation, linked to a categorical system that was extracted from the literature review and subsequently refined by two rounds of experts using the Delphi technique, who indicated 6 categories that influence teacher motivation: intrinsic; extrinsic; transform knowledge, generate research; quality in education; permanent education; teaching as a generator of social status. Subsequently, 40 referenced subcategories are built that account for each category, and for greater accuracy, the Lasso method was used to reduce the subcategories, leaving 27, which guaranteed the preparation of questions in a survey of 122 teacher records, Likert scale type. Results. The interdisciplinarity of complex thought requires a number of elements on the motivation of the teacher of higher education institutions that range from aspects of professional activity, comprehensiveness, effectiveness, knowledge, problem solving, leadership, interactions, autonomous learning, methodologies, issues institutions, power relations and social position. Discussion and conclusion. It is necessary to start from a holistic perspective that integrates teaching motivation in different aspects: teaching practice, student behavior, organizational aspects, interactivity of the academic community, recognition, historical and situational contexts. Managing to integrate these elements that contribute to having quality training processes