教师满意度：教师专业发展模式的一些实际问题外文翻译.docVIP

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 Psychology 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 more 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 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 process, and for satisfaction with life in general. 1. Research Question Taking into account the Job Characteristics Model (Hackman Oldham, 1975) and the Theory of Work Adjustment (Dawis Lofquist, 1984), according to such conceptualization, the feeling of well-being in teaching would be influenced by the degree of adjustment between a professional activity we consider challenging, potentially innovative and involving a variety of skills, and some of the teachers psychological variables. Professional and personal variables could influence, albeitindirectly,such psychological constructs. A review of the existing literature enabled us to verify that a predominantly internal locus of control, an intrinsic motivational orientation, a positive self-esteem, a certain