教師工作滿意度的測量外文翻譯-在線瀏覽
2025-07-31 01:52本頁面
【正文】 o general ways to measure teaching satisfaction originated from the distinction of bottomup versus topdown theories (., Maddi, Bartone, amp。 Schroeder amp。 Smith, Kendall,amp。Warr, Cook,amp。 Smith, Kendall, 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。 Loadman, 1994。 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 criteri
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