教師工作滿意度的測量外文翻譯(編輯修改稿)
2025-06-26 01:52 本頁面
【文章內容簡介】 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。 Kim amp。 Loadman, 1994。 Sergiovanni, 1969。 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 standard. A person evaluates a large number of daily events or incidents to make a judgment on the level of work satisfaction. The whole decision process is not externally imposed. As Campbell (1976) argued, the process resides within the experience of the individual. It centers on the person’s own subjective judgments, and there searcher should not force a person to use a predetermined set of criteria to evaluate the teaching satisfaction experience. However, facet measurements (including WJSS) do impose those criteria upon the respondents. Although affect or satisfaction within a certain domain may be assessed, the emphasis is usually placed on an integrated judgment of the person’s job. The simple evaluation of job satisfaction from work domains may be inadequate to present a true and fair picture. Therefore, i
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