教師工作滿意度的測量外文翻譯-文庫吧在線文庫
【正文】 mensions. The JDI was constructed to measure five distinctively different areas. Furthermore, these five dimensions are only moderately correlated (.25 to .45。 Wu amp。 Miskel, 1991。 McCormick amp。 Schroeder amp。 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。洛克的定義經(jīng)常被其他研究人員用來引用（例如，何， 2020；霍伊和米斯凱爾馬， 1991；麥克米蘭， 1999；麥考米克及伊爾根， 1980； Muchinsky1991；魏斯和 Cropanzano， 1996；吳和沃特金斯， 1996）。對教師的具體工作 方面的措施。最終不恰當(dāng)?shù)暮显谝黄饡で镜慕忉尯徒Y(jié)果。難的是如何判斷到底有多少方面，以及在什么程度，能夠全面反映教學(xué)滿意度。因此，我們認(rèn)為首選的是全局方法來衡量與評估教學(xué)滿意度。 作者： ChungLim Ho amp。單獨測量教師的情感不能完全分析教學(xué)滿意度。坎貝爾（ 1976）認(rèn)為，這個過程在于個體的經(jīng)驗。申請人需要為單一的滿意度測量完成 100個項目。直連盒就是一個例子，盡管這個程序總結(jié)分?jǐn)?shù)分為五個分量，但是 它存在嚴(yán)重的問題。自上而下的理論認(rèn)為個人更傾向于在積極或消極的方式下有經(jīng)驗的和能做出反應(yīng)的事件，因此局部測量是首選。 Smilansky, 1984). The absence of consensus on the number of facets arises from the researchers’ belief and judgment on what factors should contribute to teaching satisfaction. It is difficult to judge how many facets, and in what proportions, should represent the overall teaching satisfaction. Based on Locke’s (1969) definition of “teaching satisfaction,” affective feelings e from a decision process of weighing one’s circumstances with what is thought to be an appropriate stand
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