教師全球素養對實施雙語教學意願之研究：以教師創新行為與創意教學自我效能為中介變項

Abstract

國際化和全球化是當今世界各地最受重視的議題。在教育領域，培養學生的全球素養和多語能力已成為國際趨勢，而教師則是推動各項教育政策和教學計劃的關鍵人物。因此，本研究旨在探討臺灣教師的全球素養與推廣雙語政策的意願之間的關聯性。此外，研究還將分析教師的創新行為和創意教學自我效能是否在這兩者之間具有中介效果。本研究之研究對象設定為全台灣幼兒園、國小、國中及高中之在職教師，不限學科、雙語實施經驗、職位，旨在了解全台灣的雙語實施概況以及影響其雙語意願之因素。對象為台灣北、中、南、東以及非台灣區（離島）的國中小教師，採線上問卷調查並回收306份有效問卷；研究工具包含「教師全球素養量表」、「創新行為量表」、「創意教學自我效能量表」、「雙語教學意願調查」。本研究結果發現：一、教師全球素養的高低與雙語教學推行的意願具有正相關。二、不同背景變項的教師對於雙語教學推行的意願有所差異。三、教師全球素養、創新行為、創意教學自我效能與雙語教學意願有顯著正相關。四、教師之創新行為以及創意教學自我效能在教師全球素養與雙語教學推行意願之間具有中介效果。最後本研究亦提出相關研究討論與實務政策推行之建議，並針對本研究得未來方向進行討論，以期能作為未來雙語政策、國際教育等推行之參考。Internationalization and globalization are among the most pressing issues in today's world. In the field of education, fostering students' global competence and multilingual abilities has become an international trend, with teachers playing a crucial role in implementing various educational policies and teaching programs. Therefore, this study aims to explore the relationship between teachers' global competence and their willingness to promote bilingual policies. Additionally, the research will analyze whether teachers' innovative behaviors and self-efficacy in creative teaching serve as mediating factors between these two variables. The study will focus on in-service teachers from kindergarten, elementary schools, junior high and high school across Taiwan, regardless of subject area, bilingual implementation experience, or position. The goal is to understand the current state of bilingual education in Taiwan and the factors influencing teachers' willingness to engage with it. Data was collected via an online survey distributed to teachers in the northern, central, southern, and eastern regions of Taiwan, as well as its outlying islands, yielding 306 valid responses. The research instruments included the Teacher Global Competence Scale, the Innovative Behavior Scale, the Creative Teaching Self-Efficacy Scale, and a survey on the Willingness to Implement Bilingual Education. The results show that: 1) A positive correlation between teachers' global competence and their willingness to implement bilingual education. 2) Differences in willingness to promote bilingual education based on various background variables among teachers. 3) Teacher's global competence, innovative behavior, creative teaching self-efficacy, and willingness for bilingual teaching are significantly positively correlated. 4) The mediating effects of teachers' innovative behavior and creative teaching self-efficacy on the relationship between global competenceand willingness to implement bilingual education. Finally, this study will also provide discussions related to the findings and practical policy recommendations, as well as suggestions for future research directions, aiming to serve as a reference for the implementation of bilingual policies and international education initiatives.