教師思考風格傾向與創意教學自我效能及工作壓力對幸福感之相關性研究：以特質活化理論為基礎

十二年國教實施後，在教師角色轉換及教育環境改變的情境之下，對於教學的設計必須更具有創意，以提升學生的學習動機以及成效。然而，教育改革勢必對教師帶來影響。因此，本研究以特質活化理論 (trait activation theory, TAT) 為研究理論依據，探討在十二年國教提倡創意教學的高工作壓力情境之下，教師思考風格傾向的特質是否能夠與情境連結並被活化，再搭配不同思考風格傾向正向激發創意教學自我效能或是負向抑制工作壓力來增進幸福感。本研究採用問卷調查法，透過便利取樣，以539位高級中等學校以下（含）教師為研究對象。研究工具主要透過學者所編製量表進行修編及探索性因素分析，並以李克特氏五點量表呈現。本研究之回收問卷，透過SPSS 23.0進行敘述性統計、獨立樣本t檢定、多變量變異數分析 (MANOVA) 、二因子變異數分析 (two-way ANOVA) 及單因子變異數分析 (one-way ANOVA) 進行信度檢驗及差異性分析，也運用AMOS 20.0進行效度檢驗、整體適配度分析與結構方程模式之驗證。研究結果顯示： A.相關性研究一、立法思考風格傾向與創意教學自我效能呈現顯著正相關。二、立法思考風格傾向與工作壓力呈現顯著負相關。三、行政思考風格傾向與創意教學自我效能及工作壓力呈現無顯著相關。四、司法思考風格傾向與創意教學自我效能及工作壓力呈現無顯著相關。五、工作壓力與創意教學自我效能呈現顯著負相關。六、創意教學自我效能與幸福感呈現顯著正相關。七、工作壓力與幸福感呈現顯著負相關。八、工作壓力在立法思考風格傾向與創意教學自我效能之間呈現中介效果。九、創意教學自我效能與工作壓力在立法思考風格傾向和幸福感間呈現中介效果。十、創意教學自我效能在工作壓力與幸福感之間呈現中介效果。 B.差異性研究一、不同性別對思考風格傾向呈現顯著差異，其中偏向行政思考風格傾向的女性教師程度高於男性教師，偏向立法與司法思考風格傾向中皆是男性教師程度高於女性教師。二、不同年齡及教學年資對工作壓力均呈現顯著差異，其中年齡25歲以下教師的工作壓力大於46歲以上的教師，26-30歲教師的工作壓力大於46歲以上的教師；而年資10年以下的教師工作壓力大於10年以上之教師。三、不同教學年資及任教縣市對幸福感呈現顯著差異，其中年資10年以下的教師幸福感大於10年以上之教師；而任教於北部區域的教師幸福感大於非北部區域的教師。最後，本研究針對統計分析結果與研究結論提供師資培育機構、學校行政單位與實際教學之教師實務上和研究上之建議。

關鍵字

思考風格傾向；創意教學自我效能；工作壓力；幸福感；特質活化理論

並列摘要

The purpose of this study is to investigate the relationships among teachers' thinking styles, self-efficacy of creative teaching, work stress, and well-being. The analyzed data was collected through questionnaires with these effective samples of 539 from teachers under the stage of senior high school in Taiwan. The questionnaire consists of four parts: teachers’ demographic information, teacher thinking styles scale, self-efficacy of creative teaching scale, work stress scale, and teacher well-being scale. In addition, we use trait activation theory (TAT) as the theoretical framework to explore how the thinking style activates the self-efficacy of creative teaching, work stress, and well-being when the teacher is in the trait-irrelevant situations, such as the high working stress situation under 12-Year Basic Education. The data were analyzed using the statistical methods of descriptive statistics, independent-sample t test, multivariate analysis of variance (MANOVA), two-way analysis of variance (ANOVA), and one-way analysis of variance (ANOVA) by using structural equation modeling (SEM) to conduct the reliability and validity of questionnaire. The results of the study were as follow: A. Relationship study 1. Teachers’ legislative styles of thinking can positively predict self-efficacy of creative teaching. 2. Teachers’ legislative styles of thinking can negatively predict work stress. 3. Teachers’ executive styles of thinking have no significant relationship with self-efficacy of creative teaching and work stress. 4. Teachers’ judicial styles of thinking have no significant relationship with self-efficacy of creative teaching and work stress. 5. Teachers’ work stress can negatively predict self-efficacy of creative teaching. 6. Teachers’ self-efficacy of creative teaching can positively predict well-being. 7. Teachers’ work stress can negatively predict their perception of well-being. 8. Teachers’ work stress has significant mediated effect between legislative styles of thinking and self-efficacy of creative teaching. 9. Teachers’ self-efficacy of creative teaching and work stress have significant mediated effect between legislative styles of thinking and well-being. 10. Teachers’ self-efficacy of creative teaching has significant mediated effect between work stress and well-being. B. Differential study 1. Teachers with different gender in teachers’ legislative styles of thinking and in teachers’ judicial styles of thinking both had significantly difference, male teachers are higher than that of female teachers; teachers with different gender in teachers’ executive styles of thinking had significantly difference, female teachers are higher than that of male teachers. 2. Teachers with different age in work stress had significantly difference. For example, teachers under 25 years old have higher work stress than teachers over the age of 46; teachers aged between 26 to 30 also have higher work stress than teachers over the age of 46; working experience of under 10 years’ teachers have higher work stress than working experience of more than 10 years’ teachers. 3. Teachers with different seniority in well-being had significantly difference, teachers with working experience of under 10 years have higher well-being than teachers with working experience of more than 10 years teachers. Based on the above findings, the implication of this study provides suggestions for the center for teacher education, educational administrator, teachers, and future research.