教師創造力信念、創造力教學自我效能對創造力教學行為之影響

本研究旨在瞭解教師的創造力教學行為，及其與創造力信念、創造力教學自我效能之相關，進一步檢驗創造力教學自我效能對創造力信念與創造力教學行為之中介效果。經便利取樣抽取台灣北部地區547名國中教師進行研究，結果顯示：（一）教師之創造力信念、創造力教學自我效能與創造力教學行為三者有顯著相關，且創造力信念及創造力教學自我效能可聯合預測創造力教學行為。（二）創造力教學自我效能對創造力信念與創造力教學行為之間有中介效果。最終，研究者依研究結果對未來研究方向及推動創造力教育的實務工作提出建議。

關鍵字

創造力教學行為；創造力信念；創造力教學自我效能

並列摘要

The aim of this research attempted to explore the relationship among teaching behavior for creativity, belief of creativity and self-efficacy for creativity-teaching. It was also advanced to examine mediating effect of self-efficacy for creativity-teaching between belief of creativity and teaching behavior for creativity. 547 teachers who served in junior high school of northern Taiwan participated in the study. The major findings were: (1) Significant correlation were revealed among belief of creativity, self-efficacy for creativity-teaching and teaching behavior for creativity; (2) eaching behavior for creativity could be predicted/explained by both belief of creativity and self-efficacy for creativity-teaching; (3) The relationship between belief of creativity and teaching behavior for creativity was mediated by self-efficacy for creativity-teaching. Finally, some suggestions were proposed for future study and impetus of education for creativity.

並列關鍵字

Teaching behavior for creativity ； Belief of creativity ； Self-efficacy for creativity-teaching

被引用紀錄

林雅芬（2019）。國小高年級學童恆毅力量表的編製及其與創造力之相關研究〔碩士論文，國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/THE.NTNU.MPCD.005.2019.F02

劉宣谷（2015）。數學創造力的文獻回顧與探究。臺灣數學教育期刊，2(1)，23-40。https://doi.org/10.6278/tjme.2050313.002

蕭佳純（2022）。創意自我效能、工作價值觀對教師創造力教學影響之研究：專業學習社群與教師信任的跨層次分析。教育科學研究期刊，67(1)，255-289。https://doi.org/10.6209/JORIES.202203_67(1).0009

蕭佳純、王佩雯（2016）。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究。教育科學研究期刊，61(2)，185-211。https://doi.org/10.6209/JORIES.2016.61(2).07

羅珮芸（2011）。臺北市立國民中學自然與生活科技領域教師創意教學自我效能感與創意教學行為之關係研究〔碩士論文，國立臺北科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0006-1407201115570900

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教師創造力信念、創造力教學自我效能對創造力教學行為之影響

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