我國幼兒教師創造力人格特質與創造力教學行為之研究

A Study of Kindergarten Teachers’ Creative Personality and Teaching Behavior for Creativity in Taiwan

本研究旨在探討幼兒教師的創造力人格特質及創造力教學行為之現況、背景差異，以及兩者之間的相關。以台灣地區782 位公私立幼稚園教師為研究樣本。使用「幼兒教師創造力人格特質量表」及「幼兒教師創造力教學行為量表」作為研究工具。結果發現：幼兒教師創造力人格特質高低依序為想像敏銳性、積極精幹性、獨立挑戰性、好奇求知性、變通獨創性。幼兒教師創造力教學行為表現頻率依序為合作討論、彈性自由、鼓勵支持、挑戰獨立、評量動機。幼兒教師的創造力人格特質顯著影響其創造力教學行為，解釋力達44%。其中對鼓勵支持影響最大，對挑戰獨立影響最小。根據研究結果，本研究提出幾點具體建議，供幼教實務及未來研究參考。

The purpose of this research was to explore the status of preschool teachers’ creative personality and teaching behavior for creativity， difference of various background teachers’creative personality and teaching behavior for creativity， as well as relationships betweenthe two factors. The sample consisted of 782 preschool teachers in Taiwan. The data were collected by “The Creative Personality Scale for Kindergarten Teachers” and “The Teaching Behavior for Creativity Scale for Kindergarten Teachers.” The findings were as follows: (1) The order of kindergarten teachers’ creative personality from highest to thelowest were imaginative and sensitive， active and capable， independent and challenging，curious and knowing， flexible and original. (2) The frequency of the teachers’ teaching behavior for creativity from highest to lowest were cooperative and discussable， flexible and free，encouraging and supporive， challenging and independent， assessable and motivational. (3) The Creative Personality of kindergarten teachers significantly affected their teaching behavior for creativity， in which the greatest impact was encouragement and support. Based on the findings， this study provided several recommendations for the practice and future research in this field.