1、 1 附件 3 外文翻译 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
2、and Scott, 2000) concerns over workload, increasing bureaucracy and poor discipline (Moriarty et al., 2001； Personnel Today, 2003； Sillitoe, 2003)； style of leadership and management (Schultz and Teddlie, 1999) job related stress/illness (Evans, 1998)； lower value placed on teaching as a profession
3、(Evans, 1997； Halpin, 2001； van der Doef and Maes, 2002)； increasing class sizes (Maclean, 1992)； possible conflict between work and family life (Spear et al.,2000)； behavioural difficulties exhibited by some pupils (van der Doef and Maes, 2002) and the excessive media criticism of teachers working
4、in failing schools (National Union of Teachers, 2001； Scott and Dinham, 2003), as well as pay (Chung et al., 2004). Evans (1997) suggests two overarching satisfying factors, job comfort, or the extent to which an individual is satisfied with the conditions of the job, and job fulfilment, derived fro
5、m the perceived personal achievement. A number of studies have been conducted into the relationship between job satisfaction and an individuals personality, behaviour and work attitudes, one of these locus of control has a significant correlation to job satisfaction (Spector, 1997). Locus of control
6、 (Lawler, 1972； OBrien, 1983； Spector, 1982) indicates the extent to which individuals believe in their ability to control aspects of their life (Spector, 1997)； externals perceive their life is controlled by outside forces (Kyriacou and Sutcliff, 1979), whereas internals see their life being contro
7、lled 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 (OBrien, 1983； Spector and OConnell, 1994), with various explanation
8、s have been advanced, such as the possibility that internals perform better than externals and receive greater rewards and job satisfaction as a consequence (Spector, 1982). There is also evidence of locus of control being related to organizational climate (Furnham and Drakeley, 1993)； this might be
9、 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
10、(Oshagbemi, 1997) and into the interaction effect of age and length of service； long service and young age are not feasible (Sarker et 2 al., 2004). While the majority of these studies concentrate on age and its effect on job satisfaction,the relationship between these remains uncertain (Spector, 19
11、97). Early studies have revealed a U-shaped or curvilinear relationship (Handyside, 1967； Herzberg et al., 1957), implying that employees experience high levels of job satisfaction at the start of their careers, a mid-career decrease and an increase towards the end. Research by Griva and Joekes (200
12、3) 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； w
13、hile others (Clark et al., 1996) argue that that employees expectations alter with age or that older workers are better able or have developed strategies to cope with work-related issues (Oshagbemi, 1999). There is likewise evidence to the contrary； that a negative linear relationship exists between
14、 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). Stud
15、ies by Chaplain (1995) and the National Union of Teachers (2001) have provided contradictory evidence regarding the relationships between teachers age and job satisfaction. Chaplains (1995) study indicates that teachers between the ages of 35 and 45 are the least satisfied, whereas the National Unio
16、n of Teachers (2001) survey identifies higher dissatisfaction among those aged 25 to 29. Interestingly, Australian research into job-related stress (Kinman, 2001) found mid-career academics to be most at risk from stress and early-career staff least at risk, thus there may be a relationship between
17、the stress and job satisfaction. Author: Crossman & Harris Nationality: Britain Originate from： Educational Management Administration & Leadership , 2006(34), 26-46 3 译文 1 初中教师工作满意度 引起教师的工作满意度较低和由此造成的教师离职率的原因，在英国和其他地方，可以归结于一些环境因素。这些环境因素包括自然环境和组织变革的步伐，（迪纳姆和斯科特， 2000）更多的取决于工作量，越来越多的官僚统治和差的工作纪律（莫里亚蒂等人，
18、 2001 全体员工， 2003；西利托， 2003）；领导方式和管理（舒尔茨和 特德利 ， 1999）工作压力 /疾病（伊万斯， 1998）；教师作为一个职业被认为存在较低的价值（伊万斯， 1997； 哈尔平 2001；范德华和梅斯， 2002）；扩大班级大小（麦克莱恩， 1992）；可能在工作与家庭生活中产生冲突（斯皮尔等人， 2000）；一些学生所表现出的困难行为（范德华和梅斯， 2002）和 过多的媒体批评教师 在学校 工作 出现学校衰退的情形 （全国教师工会， 2001；斯科特和 迪纳姆 ， 2003），包括工资也在内（钟等 人， 2004）。伊万斯（ 1997）建议了两个提高满意度
19、的主要因素，舒适的工作环境或在某种程度上的个人认为满意的工作条件，和工作满足感，它源于个人的成就被肯定。 一些研究已经对工作满意度进行了深入的探讨，个人的人格心理特质方面，行为和工作态度之间的关系，其中的“心理控制”跟工作满意度之间有着显著的相关性（斯佩克特， 1997）。“心理控制”（劳勒， 1972；奥布莱恩， 1983；斯佩克特， 1982）表明，个人对于他们控制生活方面的能力有足够的信心（斯佩克特，1997）；“外部”认为他们的生活被外部的一些力量控制着 （基里亚科和萨克利夫， 1979），而“内部”看他们的生命是被他们自己的行为所控制着的（麦克纳，1999）。在研究对个人的主观信念和工作满意度产生的关系表明，“内部”比“外部”存在 更高水平的工作满意度 （奥布赖恩， 1983；斯佩克特和 奥康奈尔 ，1994），各种解释也被提上日程了。例如，内部比外部有更好的表现和作为结果使之得到更多的报酬和更大的工作满意度（斯佩克特， 1982）。也有证据表明对组织氛围的控制跟个人心理有关（ 弗恩海姆 和 德雷克利 ， 1993）；这可能跟教师特别有关， 增加了政府干预水平和规范性的国家课程。
