認同對教師創意教學表現的影響:自尊的中介效果

本研究以社會認定理論為基礎，探討教師之認同對於創意教學表現之影響，研究目的有二：1.自尊對於認同與創意教學表現的中介效果；2.創意個人認定對於認同、自尊與創意教學表現中介效果之調節。本研究採問卷調查法，總計回收133所小學1730份問卷進行SEM分析，研究結果發現：(1)組織認同不會透過組織自尊影響創意教學表現；(2)專業認同會透過專業自尊影響創意教學表現；(3)組織認同會透過組織自尊影響專業自尊再影響創意教學表現；(4)創意個人認定在自尊與創意教學表現不具調節效果；(5)組織認同與專業認同具有共伴效應。

關鍵字

創意教學表現；創意個人認定；自尊；認同；中介效果

並列摘要

This study is based on Social identity theory. Explored how teachers’ identification effect on their creative teaching performance. There were two purposes：1. The mediated-effects of self-esteem between identification and creative teaching performance. 2. The moderated-effects of creative personal identity on the relationship of identification、self-esteem and creative teaching performance.　This research sued the questionnaire survey, a total of 1730 samples were recovered from 133 elementary schools. Using Structural Equation Modeling (SEM) for data analysis. The result indicated that：(1)The organizational self-esteem didn’t mediate the relationship of Organizational identification and Creative teaching performance. (2) The professional self-esteem mediated the relationship of professional identification and creative teaching performance. (3)Organizational identification effected creative teaching performance through organizational self-esteem effected professional self-esteem. (4) The moderated-effects of creative personal identity on the relationship of identification、self-esteem and creative teaching performance was negative. (5) There was joint effect between organizational identification and professional identification.

並列關鍵字

creative teaching performance ； creative personal identity ； self-esteem ； Idetification ； mediated effect

參考文獻

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認同對教師創意教學表現的影響:自尊的中介效果

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