总的来说，研究表明，满意度的主要来源往往是内在因素与教学和年轻人一起工作的实际工作直接相关的（如促进学生的学习和成绩）、专业自我成长（包括主题和教学技能的掌握），并得到家长的认可、同事或上司。自主性，专业自由和支持的同事也被认为是积极的方面的工作。不满的来源包括行政工作量，工资低，宣传前景不佳和小学生的行为问题。最近，除了结构和行政因素，社会因素已被确定为不满的主要来源。教师的地位，教育变革的步伐和工作量的增加与它，社会期望的学校，特别是教师和教学的负面写照，媒体的主要因素，导致教师不满教学。另一方面，如学校领导因素、决策、沟通、学校资源与社区的关系可以是中性或适度的满意/不满意的，根据学校的背景和领导因素（迪纳姆和史葛1996；史葛、Cox、迪纳姆和史葛1999迪纳姆；2000）。尽管在普通教师动机相当的文学的存在，很少有研究直接面对教师的动机在TESOL，尽管研究如咀（2003）和高级（2006）触及的话题间接。一项研究，直接与教师的动机是庄士敦（1997）访谈研究的五个外籍英语作为外语教师和波兰当地教师在12。庄士敦发现，老师们提出了他们进入教学事故或一次选择，而不像一般的教育研究提到，没有谈到TESOL在电话上。利他行为表现为照顾自己的个人利益。庄士敦说，离开现场是一个恒定的可能性，甚至对那些已经大量投资在TESOL。高级（2006），采用扎根理论的方法，提供了一个简短的，广义的人在澳大利亚和美国的英语教学资格的动机的帐户.
美国材料科学代写essay:教学满意度
In general, studies show that the major sources of satisfaction tend to be intrinsic factors - those directly related to the actual task of teaching and working with young people (such as facilitating pupil learning and achievement), professional self-growth (including the mastery of subject matter and teaching skills), and recognition from parents, peers or superiors. Autonomy, professional freedom and supportive colleagues have also been found to be positive aspects of the job. Sources of dissatisfaction include administrative workload, low salary, poor promotional prospects and pupils' behavioral problems. More recently, in addition to structural and administrative factors, societal factors have been identified as major sources of dissatisfaction. The status of teachers, the pace of educational change and the increase in workload associated with it, societal expectations of schools and, particularly, the negative portrayal of teachers and teaching in the media are now major factors causing teachers dissatisfaction with teaching . On the other hand, factors such as school leadership, decision making and communication, school resources and community relations can be either neutral or moderately satisfying/dissatisfying, depending on school context and leadership factors (Dinham and Scott 1996; Scott, Cox and Dinham 1999; Dinham and Scott 2000).Despite the existence of considerable literature on teacher motivation in general education, there are few studies that deal directly with initial teacher motivation in TESOL, though studies such as Tsui (2003) and Senior (2006) touch on the topic indirectly. One study that deals directly with teacher motivation is Johnston's (1997) interview study of five expatriate English as a Foreign Language (EFL) teachers and 12 local teachers in Poland. Johnston found that the teachers presented their entry into teaching as an accident or a second choice, and, unlike the general education studies cited above, none spoke of TESOL in terms of a calling. Expressions of altruism were tempered with looking after their own personal interests. Johnston observes that leaving the field was a constant possibility, even for those who had made a substantial investment in TESOL. Senior (2006), using a grounded theory approach, provides a brief, generalized account of the motivations of people undertaking an English-language teaching qualification in Australia and the United
