目的:探究創造人格特質在自我效能與內在動機對國小健體領域教師創意教學影響力之關係。本研究以國小健體領域教師334人為研究對象。方法:本研究採問卷調查法,以結構方程模式的路徑分析模型來進行分析。結果:創造人格特質的各因素與創意教學內在動機具有顯著正相關,階層迴歸分析則發現性別、年齡、工作年資等背景變項的效果之後,創造人格特質仍能夠有效的解釋創意教學內在動機,創造人格特質越高,教師有越高的創意教學內在動機。另外,創造人格特質越高,教師會有越高的創意教學自我效能感。最後,本研究分析創意教學行為因素的結構模式上證實了「創意教學自我效能感」是一個重要的中介影響的變項,創造人格特質可以透過「創意教學自我效能感」的提升。結論:創造人格特質對於創意教學自我效能感、創意教學內在動機與創意教學行為有直接效果,創造人格特質對於創意教學自我效能感與創意教學內在動機與創意教學行為具有顯著直接的正向影響力。
Purpose: To investigate the effects of relationship on creating personality, self-efficiency and instinct motivation on creating behavior for elementary school physical educator. Methods: A questionnaire design was delivered for study. After data collection, a Structural Equation Modeling and LISREL to analysis the data. Results: Teachers working creating personality on self-efficiency had positive relationship. Furthermore, physical educator creating behavior also was more effective relationship on intrinct motivation. Finally, the results from a Structural Equation Modeling revealed that. Creating behavioral model was efficiency on creating personality, self-efficiency and instinct motivation for creating behavior. Conclusions: The relationship of effects of creating personality on self-efficiency and instinct motivation for high school physical educator creating behavior.