教師工作滿意度調(diào)查研究外文翻譯-展示頁
2025-05-27 01:51本頁面
【正文】 the job, and job fulfilment, derived from the perceived personal achievement. A number of studies have been conducted into the relationship between job satisfaction and an individual?s personality, behaviour and work attitudes, one of these ?locus of control? has a significant correlation to job satisfaction (Spector, 1997). Locus of control? (Lawler, 1972。 possible conflict between work and family life (Spear et al.,2020)。 van der Doef and Maes, 2020)。 lower value placed on teaching as a profession (Evans, 1997。 Sillitoe, 2020)。 1 附件 3 外文翻譯 原文 1 Job Satisfaction of Secondary School Teachers The causes of low teacher job satisfaction and the resultant poor retention rates, both in the UK and elsewhere, can be attributed to a number of environmental factors. These include the nature and pace of organizational change (Dinham and Scott, 2020) concerns over workload, increasing bureaucracy and poor discipline (Moriarty et al., 2020。 Personnel Today, 2020。 style of leadership and management (Schultz and Teddlie, 1999) job related stress/illness (Evans, 1998)。 Halpin, 2020。 increasing class sizes (Maclean, 1992)。 behavioural difficulties exhibited by some pupils (van der Doef and Maes, 2020) and the excessive media criticism of teachers working in ?failing? schools (National Union of Teachers, 2020。 O?Brien, 1983。 ?externals? perceive their life is controlled by outside forces (Kyriacou and Sutcliff, 1979), whereas ?internals? see their life being controlled by their own actions (McKenna, 1999). Studies into the relationship between locus of control and job satisfaction have produced evidence which suggests that ?internals? experience higher levels of job satisfaction than ?externals? (O?Brien, 1983。 this might be particularly relevant for teachers, given the increased level of government intervention and the prescriptive nature of the National Curriculum. There have been many studies to investigate the relationship between job satisfaction and demographic variables such as age, gender and length of service (Oshagbemi, 1997) and into the interaction effect of age and length of service。 Herzberg et al., 1957), implying that employees experience high levels of job satisfaction at the start of their careers, a midcareer decrease and an increase towards the end. Research by Griva and Joekes (2020) found older teachers to be more satisfied. Explanations are varied with some (Herzberg et al., 1957) attributing this to young employees being enthusiastic and enjoying the challenge of work whereas older workers have accepted their position in the organization and see limited career prospects。 that a negative linear relationship exists between age and job satisfaction (Hickson and Oshagbemi, 1999). Explanations include older workers? inability to adapt to new working conditions (Hickson and Oshagbemi, 1999) or that older workers? expectations and aspirations are more limited than those of younger colleagues (Luthans and Thomas, 1989). Studies by Chaplain (1995) and the National Union of T
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