小学教师职业幸福感研究外文文献翻译.docx
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小学教师职业幸福感研究外文文献翻译.docx
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小学教师职业幸福感研究外文文献翻译
外文文献翻译原文及译文
文献出处:
SheldonH.Theresearchofteachers'professionalhappinessinelementaryschool[J]SocialIndicatorsResearch,2017,3
(2):
140-149.
原文
Theresearchofteachers'professionalhappinessinelementaryschool
SheldonHill
Abstract
Happinessistheeternalpursuitofhuman,whichcanbeapositivestateoflifeandcareer,alsocanbeapositivesubjectivefeeling.Theimprovementofteachers'qualityandteachers'activeparticipationisanimportantfactorofimprovingeducationquality,thequalityoflifeaffectingtheteacher'swork,asaresult,teachers'happinesshasadirectlyinfluencethequalityofeducation.Infact,someteachersalotofpressure,lackofpassion,lackofhappiness,therefore,thestructureofteachers'happinesssourcesexproblems,providereliablepathchoiceforteacherstoseekhappiness,isasignificantinthedevelopmentofteachereducationtheoryandrealisticproblem.
Keywords:
Elementaryschoolteachers,Professionalhappiness
1Introduction
Withthedevelopmentofpositivepsychology,psychologicalscholarsfocusonhappinessgraduallyintothework,familyandsociallife,careerasanimportantcontentofpeople'slife,careerhappinessbecomesoneoftheimportantsymbolofpeople'slivinghappiness,soprofessionalhappinessresearchalsocausedtheattentionofsomepsychologists.Joanthinkindividualprofessionalhappinessisthepositiveevaluationofallaspectsoftheirwork,includingemotion,motivation,andbehavior,cognitiveandphysicalandmentalhappinessinfiveaspects.Beamfromminthought,professionisreferstothepersonalityofplay,tasks,implementandmaintainthecontinuityoflifeofhumanactivity.Hornputforwardthestandardofteachers'professionalhappinessistoowninasteadyhappyexperienceofteachers'work.Professionalhappinessmeanspeoplehappyexperienceinthiskindofhumanactivity.Teachers'happinessisthehappinessofteachersineducationpractice,onthebasisofcorrectunderstandingofhappiness,throughunremittingefforts,realizestheircareerideal,resultinginastateoftheexistenceofego,selfpleasure.
2Literaturereview
ThetermpaperisthefirsttousetheteacherhappinessScottmadeareportin1988,inthereport.Theauthorsdidnotmakecleardefinitiontoteachers'happiness,butseeitasateacherismoreanexpressionofjoy,emotionalisrelativetothecaseofteacherstressandanxiety.MarkedbyScott'sresearch,from1998-1998,atthebeginningoftheteachers'senseofhappinessresearch,mainlyistheresultoftheresearchonteachers'jobburnout,jobburnoutandhappinessisateacherteachingresultsoftwosides,arerelatedtoeachother.Beginningin2007,scholar’sresearchonteachers'happinessgraduallyoutofthefieldofpedagogy,begantodrawlessonsfromtheresearchachievementsofothersubjectsforhappiness,onthebasisofhappinessresearchtodefineteachers'happiness.TheoriginofhappinessresearchcanbetracedbacktoancientGreektimes,andthenmainlyformthetwotheoreticalschools:
representedbyAristotle'stheoryofimplementationandrepresentedbybentham'stheoryofhappiness.Andonthebasisofthetwotheoreticalschoolsformedthemodernhappinessstudiestworoutes:
objectiveandsubjectivewell-beinghappinessresearchstudiesandobjectivehappinessinlaterpsychologystudyalsoreferredtoaspsychologicalwell-being.
Isabel'sstudytoteachergroupastheresearchobject,toverifythethree-dimensionalstructureofsubjectivewell-being,acleardefinitionoftheconceptofthesubjectivewell-beingresearchintotheteachers'senseofhappiness.Internalfactorsresearchmainlyfromthetheoreticalperspectiveofpsychology,studiesofthehappinessoftheteacher'sinherentcharacteristics,theinfluenceofthecurrentfocusonthemoreinternalfactorshavefaith,emotionalintelligence,self-management,andcreativeandsoon.Hassanin2012tostudythecontrolpointsandtherelationshipbetweentheteachers'senseofhappiness,theresultsshowthattheinternalcontroloftheteachersusuallyhavehighhappinessbeliefisstudiedandtherelationshipbetweentheteachers'senseofhappiness.VeselyEQisstudiedandtherelationshipbetweentheteachers'senseofhappiness,theresultsshowedthattheconcentrationofemotionalintelligencetrainingcanhaveapositiveimpactonteachers'psychologicalwell-beingrelatedvariables,mentaltoughness,stressmanagementskillsandabilitytodealwiththechangeableenvironmentcanbeassociatedwithemotionalintelligencetrainingandimprove,self-managementMatterisstudiedandtherelationshipbetweentheteachers'senseofhappiness,theresultsshowedthattheteacherscanthroughselfmanagementreasonableplanningtime,reducethedepletionofemotions,thusimprovingjobsatisfactionandhappiness,andstudytherelationshipbetweencreativityandteachers'senseofhappinessarediscussed.Jennings(2014)showsthatteachers'happinessatthesametimealsocanaffecttheteachers'creativity,therelationshipbetweenvisibletheyare.Inaddition,thereisalsoastudysuggeststhatteacher’smentaltoughnessandalsothereisacloselinkbetweenhappiness,suchasPretsch(2012)arguesthatteachers’mentaltoughnesscanpredictlevelsofhappiness.
3Themeasurementofprofessionalhappiness
Themeasurementmainlyhastwodifferentorientationofsubjectivewell-being:
thequalityoflifesenseandmentalhealthinthesenseofsubjectivewell-being.Measurethequalityoflifeinthesenseofsubjectivewell-being,thesubjectivewell-beingisdefinedaspeople'sperceptionoftheirlifesatisfactionevaluation.NowseeearlierlifesatisfactionscaleisNeugartenetal.Preparationof"lifesatisfactionindex(lifesatisfactionindex,LSI)".Thescaleinvolvesthelifeenthusiasm,perseverance,achievedthegoalandtheexpectedgoalisconsistent,excellentphysical,psychologicalandsocialaspectsofselfconcept,happyoptimisticpsychologicalquality,andotherdimensions.Andrewsalsocreatedhadatestinthe70s,thisisakindofwordsappearintheformofsubjectivewell-beingmeasure,soastoenrichthesubjectivewell-beingintheformofmeasurement.Healthandthehealthstatusaremainlyreflectedinpeopleemotional.Therefore,researcherswillsomepsychiatricdiagnosisandsubjectivewell-beingscaleapplicationofmeasurement.Inaddition,theresearcherscompiledthePhiladelphiageriatriccentermoralescale(PGCMS),thepositiveandnegativeemotionscale(PNAS),memorialuniversityofNewfoundlandscalewashappiness(MUNSH),etc.
Duetoteachers'professionalhappinessmeasurementresearchhasjuststarted,sothecurrentstudyhasnotyetformedthestandardofteachers'professionalhappinessscale,theresearchersaccordingtotheirownneeds,oftenwithotherfactorstomeasureasaprofessionalhappiness.AsErinK.M(1996)intheresearchworkisusedexhaustion,jobsatisfactionandturnoverintentionasaprofessionalhappinesslevelindicator.Jongea(2000),andotherpeopleinthestudyofpredictorsofemployeewell-being,emotionalexhaustion,complaintsrelatedtomentalhealth,physicalhealthsymptomsandjobsatisfactionfourindexvariableastheresultofemployees'well-being.SaijaMunoinjobinsecurityandthehappinessofstudy,byworkingtoassessoccupationalwell-being.Ulla(2003)compiledbythepreschoolteachers'professionalhappinessquestionnaire,contentinvolvesthechoosingprofessionmotive,colleaguerelationship,teacherstatusandwhetherthereasonofhappiness,etc.
4Theinfluencefactorsofhappiness
4.1Gender
Effectivenessandefficiencyfromthepointofview,femaleteachersthanmaleteachershavesignificantdifferences.Femaleteacherscanfeelthejoyofthegameofwork,morefeellovefromstudents,andfortheirworkthanmaleteachershaveahighlevelofinvestment.Professionalrecognitionisalsohigherandwillingtoworkfortheeffort.Fromthepointofviewofworkmotivation,significantdifferenceswithwomenteachers.Femaleteachersaremorerecognitionoftheircareer,andthattheworkstageisthebesttimeoflife,alsocanseekanewchallengeinthework,teachersandtheprofessionalcharacteristicsandthesocialattributehasalottodo.Socialidentityofteacherprofessionalfemaleteachersfeelhavesocialstatus,respected,andgraduallyincreasethewagesalsomaketeachersfeellifequalityguaranteed.Careerstabilityandovertime,andcanformworkingexperiencealsomakesthemfeelcomfortable,workadaptations,coupledwiththesocietythestatusofthedegreeofattentiontotheeducationforteachers,teachersfavored.
4.2Age
Inbodyhealth,31-40oftheteacher'shappinesswassignificantlylowerthanotheragegroups,mainlyshowtheconcernabouthealth.Theresults,thereasonforthismaybeasfollows:
thepressurefromwork.Thisagegroupteachersontheteachingexperiencehas10to20years,theschoolisinarelativelymatureteacher,isthebusinesslevelisrelativelystableperiodoftheschool,theschool,parentsandindividualhighestexpectationsofitsdevelopment,workingpressureisrelativelylarge.Inaddition,theagegroupteachersofsocialandfamilyresponsibilityislarger,atthemonumentalexploitsofstage,mostchildreninthecompulsoryeducationstage,needscertainlifecareandeducation.Inaddition,thestageandmaturestageinlife,thefamilytobuyahouse,acar,relativelyheavyburdenoflife.
4.3Teachingexperience
Fromcolleaguerelationshipdimension,morethan30yearsandtheteachers'colleaguesrelationshipislowerthanothergroups,suggestingthatthispartoftheteachersatworkduetothebasicnotasaleaderinthe
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