美国留学生作业代写:工作中得到满足

Keywords:美国留学生作业代写:工作中得到满足

当应用于教学情境时，个体寻求认可和成就是为了在工作中得到满足。当学校领导强调并认可教师的价值和尊严，以及他们的贡献时，这被认为能够增强教师的能力，提高工作满意度。赫茨伯格(1966)的动机-卫生理论进一步说明了这一点。它这样做表明虽然可以提高教师的工作满意度是工作本身内在的因素,如成就、认可、工作的性质,和工作是多么有趣,这样的内在激励因素只是部分司机的工作满意度。此外，外部激励因素(也称为卫生因素)对于确保员工不会丧失工作动力非常重要。这些因素包括员工的工作条件、工资、工作保障问题、管理关系等等。在工作满意度方面，Sergiovanni(1992)还建议，应区别导致参与的因素、教师的最低承诺，以及影响绩效的因素、教师在履行其职责时的自愿贡献。这篇文献综述将建立在马斯洛和赫茨伯格这两股激励理论的基础上，以阐明教师工作满意度的主要驱动因素，这些因素将通过沙特学校的研究过程来衡量。
美国留学生作业代写:工作中得到满足
suggested that individuals seek recognition and achievement in order to be satisfied in their work. When school leaders emphasized and recognised the value and dignity of teachers and their contributions, this was said to lead to empowerment and increased levels of job satisfaction. Herzberg’s (1966) motivator-hygiene theory added to this. It did so by suggesting that whilst the job satisfaction of teachers could be improved by factors that were intrinsic to the job itself, such as achievement, recognition, the nature of the work, and how interesting the job was, such intrinsic motivators were just part of the drivers of job satisfaction. In addition, extrinsic motivators, also known as hygiene factors were important in ensuring that employees did not become de-motivated. Such factors included the working conditions of employees, their pay, issues of job security, supervisory relationships, and so forth. When it came to job satisfaction, Sergiovanni (1992) also suggested that distinctions should be made between those factors that led to participation, the minimum commitment of teachers, as opposed to those factors influencing performance, the voluntary contribution of teachers to perform in their roles. This literature review would build upon these two strands of motivation theory – Maslow and Herzberg – in order to illustrate the main drivers of job satisfaction amongst teachers, which would be measured through the research process in Saudi schools.