國小教師創意教學自我效能與創新教學行為之關係研究

Abstract

本研究在探究三直轄市(台北市、高雄市與新北市)國小教師的創意教學自我效能與創新教學行為之相關性，採用問卷調查法進行抽樣調查，發現三縣市教師之間:1.教師服務的縣市、班級與身分在創意教學自我效能有顯著差異，其中，新北市高於高雄市、資優班高於普通班與身障班、代理教師高於正式教師。2.服務班級類型、類別與身分在創新教學行為有顯著差異，其中，資優班高於普通班又高於身障班、科任高於導師且代理教師高於正式教師。3.教師的創意教學自我效能與其創新教學行為具有高度正向關，其中「正向肯定」對創新教學行為總分的相關係數最高(r=.805, p<.01)，可見其正向肯定可以顯著正向影響教師之創新教學行為。4.教師的創意教學自我效能可以預測其創新教學行為，其中，「正向肯定」與「抗壓信念」對創新教學行為的合計解釋量達87.8%且顯著。 為了提升學生學習成效，研究者針對研究結果與文獻合併考慮後提出幾點建議 。與實務有關之建議，如:提升教師的創意教學自我效能、鼓勵教師與資優班教師有更多互動；未來研究方向如:擴大研究範疇、研究長期影響、實驗設計、探討其他因素、跨學科研究、質性研究或自編問卷等。This study explores the correlation between primary school teachers' creative teaching self-efficacy and innovative teaching behaviors in the three directly administered municipalities (Taipei City, Kaohsiung City, and New Taipei City). A questionnaire survey method was used for sampling and survey. Findings among teachers in these three municipalities include: 1. There are significant differences in creative teaching self-efficacy based on the municipality of service, class type, and status of teachers. For instance, teachers in New Taipei City ranked higher than those in Kaohsiung City; teachers in gifted classes ranked higher than those in regular and special education classes; substitute teachers scored higher than permanent teachers.2. The type of class served, category, and status showed significant differences in innovative teaching behaviors. Here, gifted classes ranked higher than regular classes, which in turn ranked higher than special education classes. Subject teachers ranked higher than homeroom teachers, and substitute teachers ranked higher than permanent teachers.3. Teachers' creative teaching self-efficacy and their innovative teaching behaviors have a strong positive correlation. Among them, "positive affirmation" had the highest correlation coefficient (r=.805, p<.01) with the total score of innovative teaching behaviors, suggesting its significant positive impact on teachers' innovative teaching behaviors. 4. Teachers' creative teaching self-efficacy can predict their innovative teaching behaviors. The combined explanatory power of "positive affirmation" and "resilience beliefs" for innovative teaching behaviors reached 87.8% and was significant. In order to enhance students' learning outcomes, based on the results of the research and literature, the researchers have suggested several recommendations. Practical recommendations include enhancing teachers' creative teaching self-efficacy and encouraging more interaction between regular teachers and teachers in gifted classes. Future research directions may include expanding the scope of research, studying long-term effects, experimental design, exploring other factors, interdisciplinary research, qualitative research, or designing custom questionnaires, etc.