本研究主要目的在探討隨著時間的遞移,創意教學角色認定檢證差距隨著時間所呈現的變化趨勢,以及創意教學角色認定檢證差距對創意教學角色認定標準及創意教學表現改變的影響。為完成上述研究目的,本研究採取縱貫研究設計,對初任教師進行為期一年且共計四波的問卷調查,總計完整填寫四次的有153位初任教師,並以潛在改變模型以分析本研究所獲得的資料。研究結果顯示:(1)創意教學角色認定檢證差距會隨著時間而逐漸呈現縮小的趨勢;(2)創意教學角色認定檢證差距不會正向影響創意教學角色認定標準的改變;(3)創意教學角色認定檢證差距不會負向影響創意教學表現的改變。
The main purposes of this study were to investigate the trend of discrepancy of creative role identity verification that changed with time, and to analyze how the discrepancy of creative role identity verification influenced the changes of creative role identity standard and creative teaching performance. Using longitudinal research design, this study conducted for one year and with four-wave questionnaire survey. A total of 153 beginning teachers completed four times questionnaires in this study. Data analysis was conducted by using latent change model (LCM). The result showed that: (1) the discrepancy of creative role identity verification showed a narrowing trend gradually over time, (2) the discrepancy of creative role identity verification did not have a positive effect on the changes of creative role identity standard, (3) the discrepancy of creative role identity verification did not have a negative effect on the changes of creative teaching performance.