創意教學自我效能感量表在兩岸中小學教師之測量恆等性檢驗

Testing for Measurement Invariance of Elementary and Middle School Teachers from the Cross-Strait Area on the Inventory of Creative Teaching Self-Efficacy of Teachers

林碧芳(Pi-Fang Lin)

《創造學刊》 3卷1期 (2012/03) Pp. 53-69

https://doi.org/10.30081/CESJ.201203.0003

摘要

Bandura（1977）提出了自我效能的概念，認為個體對自己能力的信念對於其工作的完成是一個必要的條件，尤其是對於高難度的作業，實證的資料指出自我效能的預測力更為明顯。林碧芳與邱皓政（2008）以自我效能感的觀點出發，發展教師從事創意教學的自我效能感概念與測量工具，稱為創意教學自我效能感量表（Inventory of creative teaching self-efficacy, ICTSE），並進而解釋教師的創意教學經驗。本研究將研究母體擴及中國大陸樣本，共蒐集了907名兩岸中小學教師之有效樣本，利用驗證性因素分析（confirmatory factor analysis）檢測量表題目的測量恆等性（measurement invariance），以判定同一個理論模式在跨樣本間是否得以成立。研究結果發現海峽兩岸在創意教學自我效能感量表的得分上並不具有跨樣本的恆等性，顯示海峽兩岸間的量表互通性偏低，可能存在文化的差異性，無法輕易使用同一份量表施測不同的群體。

關鍵字

創意教學 ； 創意教學自我效能感 ； 測量恆等性 ； 驗證性因素分析 ； 跨樣本分析

並列摘要

Bandura (1997) proposed the concept of self-efficacy. He believes that in order for an individual to finish a task, an appropriate amount of self-efficacy should be present; this is even truer on harder tasks. Lin and Chiou (2008) developed an inventory of creative teaching self-efficacy (ICTSE) and successfully explained the teachers' creative teaching experience. The current study uses samples from Mainland China and Taiwan. A total of 907 elementary and middle school teachers from the cross-strait area are then analyzed using the confirmatory factor analysis to determine its measurement invariance. Results show that the comparative analysis of the ICTSE reveal that the scale is not applicable for both sample. Hence, implication suggests that cultural differences might be a factor that causes such incompatibility.

並列關鍵字

creative teaching ； creative teaching self-efficacy ； measurement invariance ； confirmatory factor analysis ； cross-sample analysis