教師工作滿意度的測量外文翻譯(存儲版)
【正文】 因此，在日常工作的測量上，情感狀態(tài)和認(rèn)知判斷 ，應(yīng)考慮到同時。正如哈特（ 1994）指出， “情緒反應(yīng)，然而，是唯一的一個組成部分，他也是需要考慮的認(rèn)知維度的 ”（ 110頁）。它集中于個人的主觀判斷，一些研究者認(rèn)為不應(yīng)該強迫一個人使用一個預(yù)先確定的標(biāo)準(zhǔn)來評價教學(xué)滿意度的經(jīng)歷。這樣的調(diào)查很費時間 。事實上，這種直連盒模型并不旨在聚集五個方面。對工作的各個方面和生產(chǎn)的綜合反應(yīng)大家給出了一個總體的評價。 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: ChungLim Ho amp。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 di
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