雲嘉地區中學體育教師自我效能、工作投入及創意教學表現之相關研究

Relationships among Self-efficacy, Job Involvement, and Creative Teaching of Yunlin and Chiayi Area Junior High School Physical Education Teachers

10.6547/tassm.2015.0013

楊孟華(Meng-Hua Yang)

認知創意 ； 技能創意 ； 情意創意 ； creative cognition ； creative skills ； creative affection

臺灣體育運動管理學報

15卷2期（2015 / 12 / 31）

299 - 332

繁體中文

本研究目的是在瞭解教師之不同背景變項，在自我效能、工作投入與創意教學表現上是否有顯著差異，並驗證中學體育教師的自我效能、工作投入以及創意教學表現之影響關係。資料收集採用「自我效能量表」、「工作投入量表」與「創意教學量表」等進行問卷調查。資料分析包含 t 檢定、單因子變異數分析、Scheffe 法事後比較與 PLS 統計分析。研究結果指出：在教師不同背景變項方面，發現教師的職稱與教學年資對自我效能表現，達顯著差異；教師的年齡、教育程度、職稱與教學年資對工作投入表現，達顯著差異；專任或兼代教師對創意教學表現，達顯著差異。由 PLS 統計分析本研究假設模式結果發現：一、教師的一般教學效能與個人教學效能，對工作投入的活力投入、專注投入和奉獻投入，都具有正向影響關係。二、教師的一般教學效能與個人教學效能，對教師創意教學表現的認知創意、技能創意和情意創意，都具有正向影響關係。三、教師工作投入的專注投入，對教師創意教學表現的認知創意、技能創意和情意創意，三個構面都具有正向影響關係。而活力投入與奉獻投入，對教師創意教學表現的認知創意、技能創意和情意創意，皆未達顯著影響。結論：為教師本身的一般教學效能與個人教學效能，對工作投入與創意教學表現皆有顯著正向影響關係，但在教師工作投入的活力投入與奉獻投入上，應加強教師本身對工作熱忱精力以及奉獻投入教學的精神。本研究可供中學體育教師及日後研究之參考。

This study attempted to understand the differences among teachers of different backgrounds concerning self-efficacy, job involvement, and creative teaching. Furthermore, this study attempted to verify the relationships among self-efficacy, job involvement, and creative teaching. Data were collected using questionnaires that investigated self-efficacy, job involvement, and creative teaching. The data were analyzed by using a t-test, one-way ANOVA, the Scheffé method, and partial least squares regression. The results indicated that under different background variables, the teachers’ titles and teaching experience were significantly correlated with self-efficacy. The teachers’ ages, education degrees, job titles, and teaching years were significantly correlated with job involvement. Full-time and adjunct teachers were significantly correlated with creative teaching. The following results were obtained using the structural model to analyze the research hypothesis. (1) The teachers’ general teaching efficacy and personal teaching efficacy positively influenced aspects of their job involvement that are vitality, concentration, and dedication. (2) The teachers’ general teaching efficacy and personal teaching efficacy positively influenced aspects of their creative teaching performance including creative cognition, creative skills, and creative affection. (3) The teachers’ concentration positively influenced their creative cognition, creative skills, and creative affection. However, involvement of vitality and dedication demonstrated no significant correlation with creative cognition, creative skills, and creative affection. According to these results, the conclusion drawn in this study is that the teachers’ general teaching efficacy and personal teaching efficacy positively influence their job involvement and creative teaching performance. Nevertheless, the effect of teachers’ involvement of vitality and dedication on their general job involvement should enhance their enthusiasm and energy for their job and inspire their dedication to teaching. The research results can serve as a reference for future studies such as research for junior or high school physical education teachers or other related research.

1. Yang, H. L.,Kao, Y. H.,Huang, Y. C.(2006).The job self-efficacy and job involvement of clinical nursing teachers.Journal of Nursing Research,14(3),237-249.
   連結：
2. 王聖文、林威玲、張政治、許旻棋(2009)。國中體育組長工作特性與工作投入關係之研究。輔仁大學體育學刊，8，99-108。
   連結：
3. 吳家碧(2011)。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之探析。育達科大學報，29，1-16。
   連結：
4. 吳家碧(2011)。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之探析。育達科大學報，29，1-16。
   連結：
5. 宋校年(2011)。校長家長式領導與體育組長工作投入關係之研究─以高中職學校為例。運動與休憩研究，5(3)，51-61。
   連結：
6. 林明珠、林麗華(2005)。體育教師兼任行政工作之角色衝突研究─以臺南縣國民中學為例。嘉南學報，31，444-453。
   連結：
7. 孫俊傑、龔心怡(2010)。國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能關係之研究。彰化師大教育學報，18，29-62。
   連結：
8. 張火燦、劉淑寧(2007)。人力資源領先指標對研發人員敬業貢獻之影響：中介模式的策試。人力資源管理學報，7(3)，1-24。
   連結：
9. 張昭陽(2013)。國內體育教師工作投入之後設分析。嘉大體育健康休閒期刊，12(1)，98-109。
   連結：
10. 梁福鎮(2003)。師資培育與職業倫理：教育倫理學觀點的分析。教育科學期刊，3(2)，132-158。
    連結：
11. 陳俊瑋(2010)。國中教師集體效能感、教師自我效能感及教師組織公民行為關聯之研究：多層次中介效果之分析。當代教育研究季刊，18(2)，29-69。
    連結：
12. 陳俊瑋(2009)。臺灣地區教師自我效能感研究之統合分析。彰化師大教育學報，15，41-64。
    連結：
13. 黃文三、沈碩彬(2012)。工作價值觀、工作投入與教學效能關係之研究：以高雄市國中教師為例。課程與教學季刊，15(4)，161-188。
    連結：
14. 黃相瑋(2009)。大專體育教師建立教學口碑之重要性。大專體育，101，53-61。
    連結：
15. 劉奕禎、盧瑞山、侯堂盛(2013)。國高中體育教師心理資本與創意教學之研究。嘉大體育健康休閒期刊，12(2)，15-25。
    連結：
16. 潘義祥(2005)。臺灣地區國民小學健康與體育學習領域教師自我效能之研究。大專體育學刊，7(3)，51-59。
    連結：
17. (1997)。學校體育教材與評量。臺北市:教育部。
18. Kock, N. (2013). Warp PLS 4.0 user manual. Laredo, TX: Script Warp Systems..
19. 教育部 (2002) 。九年一貫課程總體綱要。臺北市：作者。
20. Ashton, P. T.,Webb, R. B.(1986).Making a difference: Teachers' sense of efficacy and student achievement.New York:Longman.
21. Bandura, A.(1977).Self-efficacy: Toward a unifying theory of behavior change.Psychological Review,84(2),191-215.
22. Bender, W, N.,Vail, C. O.,Scott, K.(1995).Teachers' attitudes toward increased mainstreaming: Implementing effective instruction for students with learning disabilities.Journal of Learning Disabilities,28(2),87-94.
23. Boon, D. E.,Arumugam, V.,Safs, M. S.,Bakar, N. A.(2007).HRM and TQM: Association with job involvement.Personal Review,36(6),939-962.
24. Branham, L.(2005).The 7 hidden reasons employees leaver: How to recognize the subtle signs and before it's too late.New York:Amacom.
25. Chen, G.,Gully, S. M.,Eden, D.(2001).Validation of a new general self-efficacy scale.Organizational Research Methods,4,62-83.
26. Dembo, M.,Gibson, S.(1985).Teachers' sense of efficacy: An important factor in school achievement.The Elementary School Journal,86(2),173-184.
27. Dubin, R.(1956).Industrial workers' worlds: A study of the central life interests of industrial workers.Social Problems,3(3),131-142.
28. Ereño, J. R.,Nunez, K. T.(2014).What makes a teacher a better teacher? A hierarchical regression analysis of self efficacy and commitment as predictors of faculty members job performance.International Journal of Asian Social Science,4(4),492-498.
29. Fornell, C.,Larcker, D. G.(1981).Evaluating structural equation models with unobservable variables and measurement error.Journal of Marketing Research,18,39-50.
30. Fryer, M.,Collings, J. A.(1991).Teachers' views about creativity.British Journal of Educational Psychology,61(2),207-219.
31. Gibson, S.,Dembo, M. H.(1984).Teacher efficacy: A construct alidation.Journal of Educational Psychology,76,569-582.
32. Gupta, S.,Jan, A.(2013).Attitude of B.Ed. Pupil-teachers of science and arts streams towards creative teaching: A study.International Journal of Advancement in Education and Social Science,1(1),36-41.
33. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.(2010).Multivariate data analysis.Englewood Cliffs, NJ:Prentice-Hall.
34. Hulland, J.(1999).Use of partial least squares (PLS) in strategic management research: A review of four recent studies.Strategic Management Journal,20(2),195-204.
35. Kahn, W. A.(1990).Psychological conditions of personal engagement and disengagement at work.Academy of Management Journal,33(4),692-724.
36. Kalpana, R.,Shibu, N. S.(2014).Factor analysis on job involvement with special reference to women facuties of engineering clooege.Global Journal for Research Analysis,3(11),50-52.
37. Kanungo, R. N.(1982).Measurement of job and work involvement.Journal of Applied Psychology,67(3),341-349.
38. Khurshid, F.,Qasmi, F. N.,Ashraf, N.(2012).The relatıonshıp between teachers' self effıcacy and theır perceıved job performance.Interdisciplinary Journal of Contemporary Research in Business,3(10),204-223.
39. Lin, R.,Xie, J.,Jeng, Y C.,Wang, Z. H.(2011).The relationship between job involvement and school administrative effectiveness as perceived by administration teachers.Management in Education,25(3),112-118.
40. Marcoulides, G. A.(Ed.)(1998).Modern methods for business research.Mahwah, NJ:Lawrence Erlbaum Associates.
41. Martin, R. A.(2001).Humor, laughter, and physical health: Methodological issues and research findings.Psychological Bulletin,127,504-519.
42. Nunnally, J. C.,Bernstein, I. H.(1994).Psychometric theory.New York:McGraw-Hill.
43. Ozkal, N.(2014).Relationship between teachers' creativity fostering behaviors and their self-efficacy beliefs.Educational Research and Reviews,9(18),724-733.
44. Purcell, J.,Kinnie, N.,Hutchinson, S.,Rayton, B.,Swart, J.(2003).Understanding the people and performance link: Unlocking the black box.London:Chartered Institute for Personnel and Development.
45. Schaufeli, W. B.(2006).The measurement of work engagement with a short questionnaire: A cross-national study.Educational and Psychological Measurement,66(4),701-716.
46. Schaufeli, W. B.,Bakker, A. B.(2004).Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study.Journal of Organizational Behavior,25(3),293-315.
47. Siedentop, D.(1991).Developing teaching skills in physical education.Palo Alto, CA:Mayfield.
48. Tierney, P.,Farmer, S. M.(2002).Creative self-efficacy: Its potential antecedents and relationship to creative performance.Academy of Management Journal,45(6),1137-1148.
49. Tschannen-Moran, M.,Hoy, A. W.,Hoy, W. K.(1998).Teacher efficacy: Its meaning and measures.Review of Educational Research,68(2),202-248.
50. Yalçın İncik, E.,Kılıç, F.(2014).Attitudes regarding the teaching profession, professional efficacy beliefs and vocational self-esteem of teacher canditates enrolled at education faculties and pedagogic formation programmes.International Journal of Social Science and Education,4(2),380-391.
51. Zhou, W.,Li, B.(2008).Study on the relationship between organization career management and job involvement.Frontiers of Business Research in China,2(1),116-136.
52. 何添生(2009)。大專體育教師在創意教學行為之研究。嘉大體育健康休閒期刊，8(2)，31-41。
53. 吳清山(2002)。創意教學的重要理念與實施策略。臺灣教育，614，2-8。
54. 吳淑芳(2006)。國外量表之兩階段翻譯及信、效度測試。護理雜誌，53(1)，65-71。
55. 宋校年(2010)。工作生活品質與工作投入關係之研究─以高中職體育教師為例。嘉大體育健康休閒期刊，9(3)，35-45。
56. 李新鄉(1996)。國民中小學教師教學工作投入及其發展模式。國立嘉義學院學報，10，185-230。
57. 林淑娥、林耀豐(2011)。體育教師自我效能之探討。屏東教大體育，14，172-181。
58. 林碧芳、邱皓政(2008)。創意教學自我效能感量表之編制與相關研究。教育研究與發展期刊，4(1)，141-169。
59. 邱皓政(2011)。當PLS遇上SEM：議題與對話。αβγ量化研究學刊，3(1)，20-53。
60. 洪庭煒(2013)。碩士論文(碩士論文)。嘉義縣，國立嘉義大學。
61. 孫志麟(2001)。教師自我效能與教學行為的關係─實徵取向的分析。國立臺北師範學院學報，14，109-140。
62. 翁志成(1999)。學校體育。臺北市:師大書苑。
63. 張世彗(2013)。創造力：理論、技法與教學。臺北市:五南。
64. 張鼎昆、方俐洛、凌文輇(1999)。自我效能感的理論及研究現況。心理科學發展，17(1)，39-431。
65. 教育部(2004)。培養活力青少年白皮書。臺北市:作者。
66. 陳德海、汪明傑、莊美華(2006)。臺南縣市國小校長轉型領導與體育教師工作投入關係之研究。中華民國大專院校95年度體育學術研討會專刊，臺中市:
67. 賈馥茗(1976)。英才教育。臺北市:開明書局。
68. 鄭英耀、黃正鵠(1996)。教師自我效能相關因素之研究。教育學刊，12，219-244。
69. 戴興豪(2009)。國中校長轉型領導與體育教師工作投入關係之研究。嘉大體育健康休閒期刊，8(1)，118-126。
70. 闕月清(2003)。行政院國家科學委員會研究計畫成果報告行政院國家科學委員會研究計畫成果報告,臺北市:。

1. 官美卉(2022)。國小教師自我效能、工作投入對創意教學表現之影響。休閒運動健康評論，11(1)，26-37。
2. 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。
3. 周儒,王喜青(2020)。探索臺灣環境學習中心教師專業能力及其影響因素。科學教育學刊，28(1)，49-73。
4. (2018)。創意自我效能、組織創新氣候對國中教師創意教學表現影響之跨層次研究。教育學報，46(1)，143-164。