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

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doi:10.6209/JORIES.202203_67(1).0009

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社会科学 > 教育学

DOI： 10.6209/JORIES

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创意自我效能、工作价值观对教师创造力教学影响之研究：专业学习社群与教师信任的跨层次分析

Effects of Creative Self-Efficacy and Work Value on Creative Teaching: A Cross-Level Analysis of Professional Learning Communities and Teachers' Trust

萧佳纯(Chia-Chun Hsiao)

教育科学研究期刊； 67 卷 1 期 (2022 / 03 / 01) ， P255 - 289

繁体中文 DOI： 10.6209/JORIES.202203_67(1).0009

工作价值观；教师信任；专业学习社群；创造力教学；创意自我效能； work value ； teacher trust ； professional learning community ； creative teaching ； creative self-efficacy

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摘要 │ 参考文献 (78) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

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Main Purpose and Motivation: Numerous developed countries have demonstrated that professional learning communities can improve teaching quality for young generations through dialogue, support, class observation, sharing, and cooperation. Professional learning communities have received increasing research attention, but few studies have investigated creative teaching or performed cross-level analyses of factors that affect it. Thus, this study investigated the effects of creative self-efficacy, work values, and professional learning communities on creative teaching. Key variables were identified through a literature review. The objectives were to determine whether (1) professional learning communities directly affect creative teaching, (2) teacher trust indirectly affects creative teaching through professional learning communities as a mediating variable, (3) work values directly affect creative teaching, (4) teachers' creative self-efficacy directly affects creative teaching, (5) teacher trust indirectly affects the relationship between their work values and creative teaching, and (6) teacher trust indirectly affects the relationship between their creative self-efficacy and creative teaching. Research Method: This study performed a multilevel analysis of professional learning communities. Community leaders and directors were asked to obtain informed consent from the community members and to distribute questionnaires to teachers in public and private schools. A total of 30 communities and 214 elementary school teachers were sampled; 57 of the teachers were men, and 152 were women. Hierarchical linear modeling was performed to test six hypotheses and determine the effects and relationships among the variables. Research Results: The leaders encouraged cooperation and exchange among the professional learning communities, which increased creative intention and improved performance. Visionary leadership, sharing-based teaching, positive affirmations, and the achievement of goals positively affected creative skills. In addition, trust among supervisors and colleagues positively affected innovation, interpersonal relationships, and creativity. Thus, innovation develops from a sense of security and trust. Trust in supervisors and the organization affected organizational security and innovation, respectively, and strengthened creative skills, thereby increasing the teachers' willingness to share experiences with each other and devote their creativity to their organization. Suggestions: Visionary leadership is essential in professional learning communities because it not only directly affects creative intention and skills but also indirectly affects trust in supervisors through creative teaching as a mediating variable. Creative intention develops when subordinates feel trust and the security to experiment. Thus, the visions and goals of professional learning communities must be closely related to teachers' learning needs and provide a foundation for administrators, highlighting the practical value of visionary leadership. Research Discussion and Suggestion: Most studies on creative teaching have performed teacher-level analyses and neglected factors related to schools. This study examined teachers' personal factors (creative self-efficacy and work values) and investigated creative teaching. The teachers' work environments (professional learning communities and teacher trust) were also considered. In addition, this study explored several related variables to fill gaps in the literature. This study also offered several specific and practical suggestions to improve professional learning communities, teacher trust, creative self-efficacy, and work values. First, professional learning community leaders can improve creative teaching through visionary leadership and by considering teachers' opinions and addressing their needs, thereby gaining support from the community. Second, principals and supervisors should analyze teachers' professional learning communities, provide communication channels, fulfil hardware and software requirements, and address teachers' needs to build trust. Third, teachers must gain the trust of their colleagues to establish healthy interpersonal professional relationships. Mutual trust and support can also lead to creative teaching. Subsequent studies should investigate these topics in other contexts, such as middle schools, high schools, and colleges, to identity differences among educational levels and background variables.

参考文献 ( 78 ) 〈TOP〉

丁一顾、王淑丽、江姮姬（2019）。国小校长共创式领导与教师专业学习社群关系之研究：以教师信任为中介变项。教育科学研究期刊，64（3），237-264。https://doi.org/10.6209/ JORIES.201909_64(3).0009 【Ting, Y.-K., Wang, S.-L., & Chiang, H.-C. (2019). The study on relationship between co-creating leadership of elementary school principals and teacher professional learning communities: Teacher trust as a mediator. Journal of Research in Education Sciences, 64(3), 237-264. https://doi.org/10.6209/JORIES.201909_64(3). 0009】
连结：
吴国男（2017）。国民中学组织公平、教师工作价值观与组织效能关系之研究。学校行政，112，59-101。https://doi.org/10.3966/160683002017110112004 【Wu, K.-N. (2017). A Study of the relationship among organizational justice, teachers’ work values and organizational effectiveness in junior high school. School Administration Research, 112, 59-101. https://doi. org/10.3966/160683002017110112004】
连结：
李新乡、黄振恭（2009）。不同世代国民小学教师专业表现之相关研究。南台人文社会学报，1，1-30。https://doi.org/10.29841/STUTJHSS.200905.0001 【Lee, H.-H., & Huang, C.-K. (2009). A study on the different-generation elementary school teacher’s professional performance and it’s related factors. STUST Journal of Humanities and Social Sciences, 1, 1-30. https://doi.org/ 10.29841/STUTJHSS.200905.0001】
连结：
沈硕彬、黄文三（2018）。教师工作价值观量表的编制。人文社会科学研究：教育类，12（3），34-53。https://doi.org/10.6618/HSSRP.201809_12(3).2 【Shen, S.-P., & Huang, W.-S. (2018). The development of teacher work values scale. NPUST Humanities and Social Sciences Research: Pedagogy, 12(3), 34-53. https://doi.org/10.6618/HSSRP.201809_12(3).2】
连结：
林碧芳（2012）。创意教学自我效能感量表在两岸中小学教师之测量恒等性检验。创造学刊，3（1），53-69。https://doi.org/10.30081/CESJ.201203.0003 【Lin, P.-F. (2012). Testing for measurement invariance of elementary and middle school teachers from the cross-strait area on the inventory of creative teaching self-efficacy of teachers. Journal of Chinese Creativity, 3(1), 53-69. https://doi.org/10.30081/CESJ.201203.0003】
连结：

被引用文献 ( 1 ) 〈TOP〉

萧佳纯(Chia-Chun Hsiao)(2023)。以整合型科技接受模式探讨国小教师参与网路学习社群对专业成长影响之研究：以使用行为、组织信任为中介变项。教育研究与发展期刊。19(2)。79-111。

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