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首页> 外文期刊>British Educational Research Journal >What makes teachers tick? Sustaining events in new teachers' lives
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What makes teachers tick? Sustaining events in new teachers' lives

机译：是什么让老师打勾？维持新教师生活中的事件

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To investigate what keeps teachers motivated on a day-to-day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro-level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers' job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience.
机译：为了调查使教师保持每天积极性的原因，我们追溯了经常遇到的情感情节的重要性。关于情绪的大量研究已经强调了积极和消极发作的相对重要性，感知到的事件起源的重要性以及区分发作的频率和情感强度的必要性。来自爱尔兰的749名最近合格的小学教师的调查报告强烈表明，缺乏积极的经历会破坏承诺和效能，而不是负面事件的发生。此外，尽管偏远的结构性因素可能会严重影响教学，但微观层面对事件的感知会最强烈地影响动机。最后，至关重要的是，特定经历的重要性与其频率有关，而不是强度。对教师工作满意度的一个主要暗示是，尽管不可避免地会发生不良事件，但积极的事件（独立于消极的事件发生）可以增强动力和韧性。

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