1、 外文翻译 原文 Teacher satisfaction: some practical implications for teacher professional development models. Material Source: Paper presented at the European Conference on Educational Research, University of Lisbon, 11-14 September 2002 Author: Leiria Polytechnic Ever since the 1930s, Organizational Psyc
2、hology has been devoting a great deal of attention to the study of job satisfaction. This has happened for three main reasons: historical and/or cultural (from both a historical and a cultural viewpoint, increasing value has been attached to the quality of life at work, which is regarded more and mo
3、re as a space of personal development); functional (not only for its intrinsic value as psychological variable directly affecting behaviour, but also because job satisfaction is a construct with implications and consequences on other attitudes, at individual as well as at organizational level); and
4、practical (it is a variable which can be easily measured and used). For a number of years, also teacher job satisfaction has been recognized as extremely important for implementing any type of education reform, for involving the teacher in life-long learning, for the quality of the teaching-learning
5、 process, and for satisfaction with life in general. 1. Research Question Taking into account the Job Characteristics Model (Hackman as regards professional variables, we considered aspects such as level taught, professional position, duration of teaching experience as well as other responsibilities
6、 in the school. The theoretical framework outlined above represented the basis for the formulation of our research question , which is centred around the assessment of the predictive efficacy of psychological constructs and of socio-demographic variables in teachers job satisfaction. Thus the presen
7、t empirical study was conducted with the following objectives : - assess the relative contribution of factors intrinsic to work (such as how interesting and challenging the job actually is) and of those which are extrinsic (pay, promotions, physical working conditions) in Portuguese teachers satisfa
8、ction; - assess the predictive efficiency of some psychological constructs (such as self-esteem, locus of control, motivation to work, etc.) in teachers satisfaction; - assess the predictive power of personal variables (such as age, sex, marital status, and education) and professional variables (lev
9、el taught, duration of teaching experience, professional position) in teacher satisfaction. 2. SOME METHODOLOGICAL ASPECTS This cross-study was based on a sample of 752 teachers working in the Portuguese 2nd and 3rd cycles of primary and secondary education in 20 schools, selected randomly, of the W
10、estern region. The average age of the teachers in the sample was 34,5 years and their average teaching experience was 9,7 years. Most of them had a university degree (Portuguese licentiate degree) (73,4%); 57,3% were tenured teachers at their schools; of these, 75,3% had other responsibilities besid
11、es teaching (for instance, group director, i.e., teacher responsible for a specific group of students or level coordinator). To measure the dependent variable of our study, we used a professional satisfaction tool devised by Lester (1982) on the basis of Maslows and Herzbergs theoretical models - th
12、e Teacher Job Satisfaction Questionnaire (TJSQ), a Likert-type scale of 5 points. Some of the tools were previously translated and adapted to the Portuguese teaching context. After analysing the items and studying their reliability and validity, these tools turned out to be internally consistent and
13、 well- defined by the items, and they presented factors which were logically congruent with those mentioned in the literature. In other words, the measurements applied in our study revealed satisfactory psychometric characteristics, suggesting that all these instruments evaluate the variables they s
14、eek to measure in a consistent manner。 3. PRESENTATION OF RESULTS We will now present the main result of our research on the basis of the established working hypotheses. The first hypothesis was the following: - aspects intrinsic to work (such as it being interesting and the sense of responsibility
15、and achievement it provides), as compared to extrinsic factors (such as salary and promotions), seem to have more influence on satisfaction in the teaching profession. To test such assumption empirically, we used Fishers Z transformation, a statistical test suitable to evaluate differences between c
16、orrelations. The results obtained allow us to conclude that the nature of work itself (F1 in TJSQ) is more significantly associated with teachers job satisfaction than the remaining factors. The second hypothesis was that psychological constructs (such as motivation, sense of autonomy, self-esteem,
17、and locus of control) present a greater predictive value for teacher job satisfaction than socio-demographic variables (such as age, sex, education, and professional position). To test this hypothesis, we opted for a hierarchical regression model3. A review of the relevant literature showed that psy
18、chological constructs could have a greater predictive value in teacher job satisfaction than socio-demographic variables. For this reason, we decided that in the model of hierarchical regression we should introduce first the independent psychological variables (locus of control, satisfaction with li
19、fe in general, sense of autonomy, self-esteem and motivation), and then the socio-demographic ones (first the professional and then the personal ones), to check whether they revealed any additional predictive efficiency (even though they are considered less important) The different hierarchical regr
20、ession equations (calculated for job satisfaction in general, measured by the TJSQ, and for its five subscales), led us to the global conclusion that psychological variables have more predictive power than socio-demographic variables in analysing teacher job satisfaction. Thus, the personality featu
21、res studied seem to play a more relevant differentiating role in explaining teachers satisfaction than the classical variables, which, however, still explain a significant part of this satisfaction. In practical terms, we see, for example, that as regards job satisfaction in general (measured by TJS
22、Q), psychological variables explain 45,3% of the variance of teacher job satisfaction; when we add socio-demographic variables, the percentage of variance explained rises to 47,6%, a 2,3% difference which, however, represents a significant increase, if we take into account the value of Significant C
23、hange (Sig Ch). A similar rationale can be applied to the different subscales of the TJSQ, except for F4, where only psychological variables seem to have a significant predictive power. The results obtained allow us to confirm our research hypotheses and match the theoretical assumptions and the emp
24、irical data at the basis of our study. Thus, it is possible to conclude that the results obtained reveal: - a greater importance of the intrinsic dimension of work (such as the fact of being mentally interesting and challenging, of giving an individual a sense of-achievement and a certain diversity
25、and autonomy); - a greater efficiency of the constructs related to personality features (such as locus of control, self-esteem and intrinsic motivation) in predicting teachers job satisfaction is socio-demographic ones. 4. DISCUSSION OF RESULTS The data obtained from the present research have some c
26、lear practical implications, showing how important it is to implement a system of incentives which develops not only the extrinsic aspects (remuneration, opportunity for career advancement and personal recognition) but also the intrinsic components of teaching. However dealing with a progressively “
27、enriched“ job presupposes certain personality features: Thus, there is a great need for preparing teachers for job enrichment. Such preparation can be facilitated by setting up selective mechanisms to enter the teaching profession based on personality criteria. In our view, the results obtained show
28、 that programmes for teacher professional development (including initial and continuing education) must give greater relevance to the structuring of strategies to help build and develop personality skills. These should be selected among those which lead to a better adjustment to the teaching practic
29、e and context and, consequently, to a feeling of well-being and satisfaction. In sum, the results allow us to emphasize the indispensability of working on the present or future teachers personality, attitudes, affections and emotions to create a feeling of success and well-being in a markedly relati
30、onal profession. Therefore, the personality traits of a potential teacher have to be given a great deal of attention from the very moment he or she enters the teaching profession. Though personality skills identification/screening of candidates clearly unsuitable for the teaching profession represen
31、ts an invaluable contribution. These individuals might thus be redirected towards professions which better match their competences and motivations, while at same time the education system will be spared many dissatisfied and disillusioned teachers. Both in initial and continuing education, “teachers
32、 psychological training programmes must aim especially at changing attitudes and cognitions“ . This should be done through a process of self-knowledge allowing to modify the irrational beliefs in the reality of education which frequently interfere with an adequate, effective and gratifying teaching
33、activity. 译文 教师满意度：教师专业发展模式的一些实际问题 资料来源 : 里斯本大学， 9月 11-14日 2002年欧洲会议 作者： 雷利亚 自从 1930 年以来，组织心理学一直致力于关于许多工作满意度的研究。这已经发生的三个主要原因是：历史和 /或文化（从一个历史或者文化的角度来看，在工作当中越来越多的个人价值被关系到生活质量，被视为越来越多的个人发展空间）；功能（不仅直接影响到心理行为变量的内在价值，而且工作的满意度是建立在有其他影响和后果的态度，在个人方面以及在组织层面）；和实用（它是一个可以很容易地测量和使用的变 量）。 对于一些年来，教师工作满意度也已被公认为极其执行任
34、何类型的重要的教育改革，包括终身学习的老师对教学过程的质量，和对于通常的生活的满意度。 1、研究问题 考虑到工作特征模型（哈克曼和奥尔德姆， 1975 年）和工作调整（ Dawis Lofquist， 1984）理论，根据这种构想，在良好的教学感觉中会影响一个具有挑战性的职业活动，我们认为，潜在的创新和各种各样的技能，包括一些教师的心理变量。专业和个人的变量会影响尽管是间接的，例如心理结构。 对现有文献使我们以验证内部控制主要位点，内在动机倾向，积极自尊，一 个在工作和一般生活满意度在一定程度的自治占主导地位是老师的个性特征包括某些功能在调整上述关系的基本模式。个人变量包括在模型中的年龄，性别
35、，婚姻状况和教育；至于专业的变量，我们可以考虑很多方面，例如教学水平，专业地位，教学经验以及在校期间的其他职责。 这些理论框架为我们研究问题的基础上制定所代表，这是围绕对心理结构和预测疗效评估中的教师工作满意度的社会人口变量。 因此，目前的实证研究进行了以下目标： 评估相关工作的内在因素（例如其实这些工作是多么有趣和富有挑战性）和这些事外在的（如报酬，晋升，实际的工作条件 ）在 葡萄牙语教师职业满意度 ; 评估一些心理结构的预测效率（例如自尊心，心理控制源，工作动机等等）在教师的满意度 ; 评估个人方面的预测能力（例如年龄，性别，婚姻状况，教育）和专业方面（一级教授，教学经验的时间，专业地位）
36、 2、几个方法论问题 这种交叉研究是基于对 752 名教师工作在葡萄牙第二和第三工作样品中的20 所学校包括小学和中学教育，随机选择了西部地区。在样品中的教师平均年龄为 34.5 岁 。大部分都有大学文凭（葡萄牙执照学位）（ 73,4）， 57,3%是在他们学校中的终身教师， 75,3%的是除了教学还 有其他职责（例如，集团董事，老师对学生或高级协调员具体负责）。 为了测量我们研究的应变量，我们使用一种专业的满意度工具是在马斯洛的基础和赫茨伯格的理论模型基础上，由 Lester（ 1982）设计的教师满意度问卷 5 点李克特式量表。 这些工具有些是以前翻译和改编的葡萄牙教学情境。在分析和研究项
37、目的可靠性和有效性时，这些工具变成了内部一致，而且广受项目得定义。他们所提出的因素， 在逻辑上与文献中提到的 相 一致 。换句话说，在我们研究采用的测 量中显示出令人满意的心理特征。这表明所有这些文书的变量评估，以衡量他们寻求一致的方式。 3、提交结果 我们将会呈现出我们对既定的工作假设的基础上所研究的主要结果，第一个假设如下： 内在方面的工作（如 IT 趣味性，责任感和成就感提供），与外在因素相比较（例如工资和促销），似乎看起来对于教育领域的满意度有更多的影响。 为了测试这些假设经验，我们使用 Fisher 的 Z 变换，一种统计测量适合在差异之间的评估，得到的结果使我们得出这样的结论本身的
38、工作（ TJSQ F1）的性质显示出教师比其他因素关于工作满意度更加有意义 。 第二个假设是，心理结构（例如动机，自主意识，自尊感，控制点）提出了一个比社会人口变量更大的教师满意度预测值（如年龄，性别，文化程度和专业位置）。 为了测量这些假设，我们选择了一个阶层回归 model 3。对有关文献的审查表明，心理结构可以有一个更大的老师，而非社会人口变量工作满意度的预测值。对于这个原因，我们决定，在阶层回归模型，我们首先应该引进独立的心理因数（心理控制源，生活在一般情况下的自主，自尊感和积极性的满意度），和社会人口的心理因素（首先是专业的，然后个人的），以检查他们是否发现任何额外的预测 效率（即使
39、他们被认为是不太重要）。 不同阶层的回归方程（计算对工作满意度一般由 TJSQ 衡量，其分量和为五个），得出我们的结论是，心理因素在分析教师工作满意度以上的社会人口变量的预测能力。因此，人格特征的研究似乎在解释教师比传统的变量，但是，我们仍对这个解释满意更满意的重要组成部分相关的鉴别作用。 具体而言，我们看到，例如，这对于一般的工作满意度（由 TJSQ 量），心理因数的解释， 45,3%的教师工作满意度的变异 ;当我们增加社会人口变量时，解释的方差比例上升到 47,6，有 2,3的差异，如果我们考虑到了显着变 化（西格章）值，这表示了一个重要的增加。类似的原理可以应用于不同的 TJSQ 分量，
40、除了 F4 中，其中只有心理因素似乎有一个具有重要意义的预测能力。 所取得的成果使我们能够确认我们所研究假说，并结合我们研究的基础上的理论假设和经验数据。因此，有可能得出这样的结论： 第一、对工作更重要的一个内在维度（例如被弱智有趣和富有挑战性的个 人给予的，成就和一定的多样性和自主意识） ; 第二、对提高效率的结构与人格特征（例如自我控制，自尊和内在动机） 在预测教师工作满意度可见，是社会人口的的因素。 4、讨论的结果 从目前研究的 数据来看有一些明确的实际意义，表明它是多么重要的激励措施来实现发展，不仅是外在方面（薪酬，晋升机会和个人识别），而且教学体系的内在组成部分。但处理的是在一个逐步
41、“丰富”工作的前提下的某些性格特征：因此，有一个准备工作是丰富教师的巨大需求。这些准备工作，可以促进机制，以教师的人格标准为基础进行设立选择性。 在我们看来，得到的结果表明，教师专业发展（包括初次和继续教育）方案必须具有更加相关的战略结构，从而来帮助建立和发展个人技能。这些中应选择那些更能适应教学调整，教学实践和背景，因此，这样就得到了幸福和满足的感 觉。 总之，结果使我们强调对现在或未来的教师的人格不可缺少的工作，态度，情感和情绪，创造丰硕的成果和良好的职业关系中的一个显着的感觉。因此，一个潜在的教师的人格特质，必须从非常时刻给予他或她进入教育界的极大关注。虽然个性技能可以通过特殊程序，早日查明 /候选人显然对教师专业发展表示不适合放映了宝贵的贡献。这些人可能因此被重定向对专业领域，更好地满足他们的能力和动机，而在同一时间，教育系统将不遗余力许多不满和失望的教师。 在初次和继续教育两个， “ 教师心理训练计划的目标必须特别是在改变态度和认知 ” 。这项工作应通过 自我认识，允许修改的教育现实，经常干扰充分，有效和可喜的教学活动中的非理性信念的过程 文献摘要。
