个人效能 meaning in Chinese
personal effectiveness
Examples
- The research results indicated that employee competencies of the customer service position of the communication enterprise included the following attributes : i achievement and action : achievement - oriented , initiative , information - collection , impacting and influence ii assistance and serving : interpersonal communication , customer serving - oriented iii self - efficiency : self - controll , self - confidence iv knowledge : operation knowledge v personality characteristics : stability , persistency and sensitivity
研究结果发现，此企业客服岗位员工的胜任特征有：成就与行动：成就导向、主动性、资讯收集、冲击与影响协助与服务：人际了解与沟通、顾客服务个人效能：自我控制、自信心业务知识素质：业务知识个性特质：稳定性、有恒性、敏感性 - The results showed that : urban middle school teachers ' emotional exhaustion is serious ; gender does not affect the score of burnout significantly ; teachers with 1 year job experience recorded significantly lower scores of burnout than others , and teachers who have worked for 6 - 10 years is secondly ; urban middle school ' s type affect the score of emotional exhaustion and depersonalization significantly , and does not affect reduced personal accomplishment ; social support is most important to enhance feelings of teacher ' s personal accomplishment ; among all the sources , supervisor and principal support is the most significant predictor of teacher burnout ; emotional support is more significant predictor of teacher burnout than practical support ; peer support increased teacher ' s emotional exhaustion
结果发现，城市初中教师的情绪衰竭程度较为严重；男、女教师的工作倦怠程度没有显著差异；教龄为1年的教师工作倦怠程度最轻，其次是教龄为6 - 10年的教师；普通校教师的情绪衰竭和去人性化程度比示范校教师严重，但个人效能感水平不存在显著差异；社会支持对提高教师个人效能感的作用最大；就降低教师工作倦怠程度来说，来源于校领导的支持最为有效，情感支持比实际支持的作用更大；同事支持反而增加了教师的情绪衰竭程度。 - Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers , but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school , their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style . to the teacher in vocational school , their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style . meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style
本研究结果表明：两类教师的总体差异较小，只在环境观上存在显著差异；在教育观念上，职校教师的性别和职称差异均不显著，而普中教师的个人效能感和对学生的个性、认知能力的发展期望随职称上升明显增加，在教育方式上，男教师和低职称教师都有更多地采用消极教育方式的趋向；两类教师的教育观念与教育方式之间的关系均很显著；普中教师的个人效能感、遗传观和对学生的认知发展期望是影响其教育方式的主要指标，职校教师的教学效能感和对学生的个性发展期望是影响其教育方式的主要指标，同时，性别和职称对两类教师的教育方式也具有影响作用。