教師工作滿意度的測(cè)量外文翻譯(已修改)
2025-06-01 01:52 本頁(yè)面
【正文】 中文 1652 字 外文翻譯 原文 2 Teaching Satisfaction Scale Measuring Job Satisfaction of Teachers The present study sought to develop a measure of teaching defined teaching satisfaction based on Locke’s (1969) concept of job satisfaction—“the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating one’s job values” (p. 316). Locke’s definition is monly used by other researchers (., Ho, 2020。 Hoy amp。 Miskel, 1991。 Ma amp。 MacMillan, 1999。 McCormick amp。 Ilgen, 1980。 Muchinsky, 1991。 Weiss amp。 Cropanzano, 1996。 Wu amp。 Watkins, 1996). Teaching satisfaction is a function of the perceived relation between what one wants from one’s job and what one perceives teaching as offering or entailing. This is the product resulting from attitudinal and affective responses of teachers. Facet Versus Global Measure Global and facet measures are two general ways to measure teaching satisfaction originated from the distinction of bottomup versus topdown theories (., Maddi, Bartone, amp。 Puccetti, 1987。 Schroeder amp。 Costa, 1984). Topdown theories maintainthat individuals are predisposed to experience and react to events and circumstances in positive or negative ways, and therefore a global dimension of measurement is preferred. The respondent gives an overall evaluation of the various aspects of the job and produces an integrated response. Bottomup theories suggest that teaching satisfaction is derived from a summation of pleasurable and unpleasurable moments and experiences. In other words, satisfaction es from a number of particular domains (., good colleagues’ relationship, cl
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