學校組織文化與教師創意教學動機 之因果關係研究---以中部六縣市國民小學為例

The Study of the Causal Relationship between School's Organizational Culture and Teachers' Creative Teaching Motivation---Using Elementary Schools in Central Taiwan as Examples

謝玉玲(Yu-Ling Hsieh)

指導教授 ： 周素娥

國立臺中科技大學/商管學群/事業經營研究所/碩士(2010年)

https://doi.org/10.6826/NUTC.2010.00014

摘要

教育部自1996年開始，推展了一連串的教育改革，意圖打造創造力國度，期以教師能進行創意教學，進而引發學生學習意願，培養學生創新與自我探索的能力。本研究旨在探討學校組織文化類型與教師創意教學動機之相關因果關係，以瞭解不同的學校組織文化類型，是否會影響教師創意教學動機的生成。
本研究以Denison的組織文化為理論基礎，將學校組織文化分為參與性文化、一致性文化、適應性文化與使命性文化四種類型。在創意教學動機的部份，本研究先以質性訪談擬定研究工具，再以量化進行前側修正，以創意挑戰、福樂經驗、專業自主、創意態度與經驗技巧等，作為教師創意教學內在動機的因素；外來壓力、時間限制、經費與控制、獎勵報酬與他人肯定等，作為創意教學外在動機的因素。
本研究以臺灣中部六縣市國民小學教師為研究對象，發出800份問卷，回收率為82%，有效問卷為619份。以SPSS12版進行獨立樣本t檢定、單因子變異數分析和AMOS5.0版結構方程模式進行探討，其研究結果如下：
1.不同的背景變項在組織文化類型、教師創意教學內在動機、教師創意教學外在動機有顯著的差異。
2.大多數的學校組織文化屬於參與性文化。
3.學校組織文化類型中，參與性文化、適應性文化與使命性文化會直接正向的影響教師創意教學內在動機。其中，適應性文化除了能直接影響創意教學內在動機之外，透過創意教學外在動機的促發也能間接影響教師創意教學內在動機。由此得知，學校若能成功的營造適應性組織文化氛圍，將有效促發教師創意教學內在動機的生成。此外，在學校組織文化類型中，僅一致性文化不利於教師創意教學內在動機的促發。
4.教師創意教學外在動機會直接影響創意教學內在動機，意指創意教學外在動機的生成將有助於創意教學內在動機的促發。

關鍵字

組織文化,學校組織文化,內在動機,外在動機,創意教學

並列摘要

Since 1996, the Ministry of Education in Taiwan promoted a series of educational reforms, intend to build the creativities’nation for implementing creative teaching from teachers, then lead students’ learning willingness and train up students’ innovation and the capabilities of self-exploration. This study examined the relationships between schools organization culture type and teachers’ motivation of creative teaching in order to understand the different types of schools organization culture will affect the formation of creative teaching motivation from teachers.
This study is according to Denison’s organization culture theory and separate schools organization culture into four types as participatory culture, consistency culture, adaptability culture and mission culture. Regarding to the motivation of creative teaching, this study uses the qualitative interview to draft study methods firstly, and then uses as quantitative to implement pre-test of questionnaires. Based on the pre-test modification results, the intrinsic motivation factors of teachers’ creative teaching are separated into creative challenge, flow experience, professional autonomy, creative attitude and experience skills, and the extrinsic motivation factors of teachers’creative teaching are divided into external pressure, time constraints, funding and control, incentive compensation and recognition from other people.
The respondents of this study come from the elementary school teachers of six countries in central Taiwan. Eventually, 800 sets of questionnaires were sent out, the response ratio is 82 percent, and 619 sets of questionnaires were valid. Use SPSS 12 to do independent samples t-test, ANOVA analysis and SEM (Structural Equation Modeling) with AMOS 5.0. The study results are following to below:
1. There are significant relationships between organization culture types, teachers’ intrinsic motivation of creative teaching and teachers’ extrinsic motivation of creative teaching in the different background varieties.
2. The majority of schools organizational culture is participatory culture.
3. In schools organization culture type, participatory culture, adaptation culture and mission culture are positive related to teachers’ intrinsic motivation of creative teaching. Furthermore, adaptation culture not only impact intrinsic motivation of creative teaching directly, but also impact teachers’ intrinsic motivation of creative teaching indirectly through the guidance of extrinsic motivation of creative teaching. Therefore, it will effectively trigger the formation of intrinsic motivation of creative teaching, if the schools are willing to build the environment of adaptation organization culture successfully. In additional, only consistency culture is not conducive to the development of teachers’ intrinsic motivation of creative teaching in schools organization culture type.
4. Teachers’ extrinsic motivation of creative teaching impact intrinsic motivation of creative teaching directly, it means the formation of extrinsic motivation of creative teaching will contribute to the development of intrinsic motivation of creative teaching.

並列關鍵字

Organization Culture, Schools Organization Culture, Intrinsic Motivation, Extrinsic Motivation, Creative Motivation

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