教師教學效能與學校組織創新氣氛對創造力教學行為之影響

Abstract

本研究以台灣地區國小、國中及高中教師為研究對象，探究不同背景變項教師在創造力教學行為上的差異，以及教師個人教學效能、所處學校組織創新氣氛與教師創造力教學行為之關係。本研究以「教學效能量表」、「學校組織創新氣氛量表」及「創造力教學行為量表」做為研究工具，針對956名教師施測，問卷回收率為70.29％。所得資料回收後分別採用平均數、標準差呈現統計數據；以t檢定、多元迴歸分析及階層線性模式考驗研究假設。研究結果如下： 一、不同性別、教學年資、師資培育背景與教學科目的教師在創造力教學行為上無差異。 二、任教不同學習階段的教師在創造力教學行為上有差異，其中國小教師自評其創造力教學行為優於國高中教師。 三、不同參與創造力知能培訓情形的教師，在「創造力教學行為」上有差異，曾參與培訓者自評其創造力教學行為優於未參與者。 四、教師的教學效能，屬於「有效教學技術」之「系統呈現教材內容」、「多元有效教學技術」及「建立師生和諧關係」等向度能正向影響創造力教學行為；而「教學自我效能」則對創造力教學行為沒有顯著影響。 五、不同學校教師所知覺的學校組織創新氣氛，對於其創造力教學行為並無直接的影響。 六、不同學校教師所知覺的學校組織創新氣氛，能對教師個人教學效能與創造力教學行為間的關係產生調節作用，其中領導效能能促進師生關係較差的教師產生創造力教學行為；團隊運作能促進教學技術較單調教師產生創造力教學行為，並使原本師生關係較和諧的教師有更多創造力教學行為。 最終研究者依據研究結果，針對未來研究方向與教育實務工作提出建議，提供未來研究者做為參考。The Target result of this research is to study influence between effective teaching and creative climate of the schools. The main instrument used in this study is a questionnaire designed by the researcher. A total of 956 copies of the questionnaire are collected from school teachers in Taiwan. The statistical methods used to analyze the results include mean, standard deviation, T test, multiple-regression-analysis,and Hierarchical Linear Modeling.The results are as followed:

1. Teachers with different gender, teaching seniority, main professional specialties and educational background,performed equally in their “creativity-teaching behaviors”. 2. Teachers with different school grades and profassional creative training demonstratedsignificant differences in their “creativity-teaching behaviors”. 3. Teachers's effective teaching effects “creativity-teaching behaviors”. 4. Creative climate of schools can’t effect “creativity-teaching behaviors”. 5. Teachers's effective teaching and creative climate of schools are correlated and cross influenced “creativity-teaching behaviors”.

At last, according to the results of the research, suggest to the research directions andthe application of promoting creativity education in the future.