教師工作滿意度的測量外文翻譯-wenkub
2023-05-19 01:52:04 本頁面
【正文】 m work domains may be inadequate to present a true and fair picture. Therefore, it is our opinion that a global measure is preferred to a facet measure to evaluate teaching satisfaction. Inadequacies of Available Global Scales The BrayfieldRothe Job Satisfaction Scale (BRJSS。 Lofquist, 1967) is a 100item instrument measuring 20 facets of job satisfaction. A respondent needs to plete 100 items for a single measurement of satisfaction. They are timeconsuming in survey Administration. Although the WJSS, which is a 14item bipolar scale that classifies satisfaction/ dissatisfaction into three underlying factors, is free from the first two shortings, there is no consensus regarding the number of facets contributing towards teaching satisfaction, which ranges between 3 and 13 (., Coughlan, 1971。Warr, Cook,amp。 Schroeder amp。 Cropanzano, 1996。 McCormick amp。 Hoy amp。 Miskel, 1991。 Ilgen, 1980。 Wu 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, clear work role, and happy teaching environment). Facet measures target on specific aspects of their jobs. Most researchers adopt the facet approach to m
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