高效教师情绪智力与工作满意度关系研究外文翻译.docVIP

外文翻译： 原文1 Job satisfaction and dissatisfaction in higher education Introduction There are important changes occurring in UK higher education today. As Eggins (1994) and Davies (1994) point out, these changes include the growth in mature student entry, the expansion of courses in the sciences, the removal of the binary divide, the reduction of student grants, and the likelihood that students will personally have to pay more and more for their education. Some of these changes have arisen from pressures of demand, the cultural shift in the way in which higher education is viewed, financial pressures, structural and managerial diversity, and diversity of university missions or emphases, among other things. These changes affect the job satisfaction and dissatisfaction of university teachers. The aim of this paper is to discuss factors which contribute to satisfaction and dissatisfaction in higher education and to outline the implications of our findings in the context of the two-factor theory and the situational occurrences theory of job satisfaction. Herzberg et al. (1959) expounded the dual factor theory of job satisfaction which states that there are two groups of factors which determine job satisfaction or job dissatisfaction. Herzberg’s (1966) two-factor theory suggests that only job content-related facets (e.g. achievement, responsibility, the work itself) lead to satisfaction. On the other hand, job context-related factors (e.g. pay, security, working conditions) lead to job dissatisfaction but not to satisfaction. As pointed out by King, the two-factor theory is not entirely clear, and there are, at least, five possible interpretations of the theory (1970, pp. 18- 19). Indeed, several reviews of the Herzberg related literature have cast serious doubt about the validity of his theory (House and Wigdor, 1967). Recently, Quarstein et al. (1992) posit the situational occurrences theory of job satisfaction which contends that job satisfaction is determined by two fac