Resumen

RUA POMAHUACRE, Silvia Pilar; MIRAVAL MARQUEZ, Jakelin Solina; AGUIRRE MACAVILCA, Martin Carlos  y  RIVERA MUNOZ, Jorge Leoncio. Relationship between teaching performance and motivation to learn in the Food Engineering career. Tribunal [online]. 2025, vol.5, n.10, pp.365-382.  Epub 01-Ene-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i10.119.

Teacher performance is crucial to encourage meaningful learning and the fulfillment of student expectations. The purpose of this article was to determine the relationship and influence of teacher performance on the motivation to learn and on the academic satisfaction of first-year students of the Food Engineering program at the National University of Callao, Peru. The study was conducted using a non-experimental correlational design, with a sample of 80 students to whom a questionnaire was applied. The results reinforce the significant correlation between teacher performance and motivation to learn, evidenced by a coefficient of 0.703 (p < 0.01). A positive correlation is observed with intrinsic (0.606) and extrinsic (0.612) motivation, as well as a strong relationship between motivation and academic satisfaction (0.833). These findings highlight the importance of the teacher's role as a facilitator of transformative learning and its impact on student motivation and satisfaction.

Palabras clave : Tteacher performance; Meaningful learning; Intrinsic motivation; Extrinsic motivation; Academic satisfaction..

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