教師工作滿意度的測量外文翻譯(文件)
【正文】 easure satisfaction (., Job Descriptive Index [JDI。Wall, 1979]) because not only can the domains of contributing to teaching satisfaction be found, but the overall level of satisfaction is obtained through simply adding up all the domain scores. However, the facet approach has several methodological problems. Problems of the Facet Approach First, some researchers assume that the whole is equal to the sum of its parts. An example is the JDI, which sums scores of five subscales despite serious problems with this procedure. In fact, the JDI scale was not designed to be aggregated across the five dimensions. The JDI was constructed to measure five distinctively different areas. Furthermore, these five dimensions are only moderately correlated (.25 to .45。 Kim amp。 Brayfield and Rothe, 1951) scale is a global measure of teaching satisfaction that is monly adopted by many researchers. However, it measures the affective level of the present job only. According to Locke’s (1969) definition, the evaluation of teaching satisfaction involves a cognitive,judgmental process as well. Solely measuring the affective state of teachers cannot fully address teaching satisfaction. As Hart (1994) stated, “emotional responses, however, are only one ponent . . . , it is also necessary to consider the cognitive dimension” (p. 110). Job satisfaction is a kind of subjective wellbeing. When the level of job satisfaction is assessed, it involves an integrated judgment of the person’s job, and therefore, affective state and cognitive judgment based on daily work experiences should be taken into account simultaneously. Author: ChungL
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