學校創新氣氛、教師內在動機與教師創意教學表現關聯之研究：多層次調節式中介效果之探討

The Relationship between Schools' Climate of Creativity%2C Teachers' Intrinsic Motivation%2C and Teachers' Creative Teaching Performance: A Discussion of Multilevel Moderated Mediation

本研究是在多層次中介效果模式的設定下，延伸到跨層次交互作用，檢驗多層次調節中介效果模式。實證資料以個體層次之內在動機與總體層次之學校創新氣氛為自變數，探討兩者對教師創意教學表現的影響，其中，教師內在動機包含專業自主、接受挑戰、福樂經驗等三大構面。透過對35所國小、216 位教師的調查，使用HLM分析變數之間的關係。研究結果發現如下：一、專業自主、接受挑戰、福樂經驗及學校創新氣氛均對創意教學表現有顯著的直接正向影響效果；二、學校創新氣氛在接受挑戰與創意教學表現之間扮演負向調節效果；但在福樂經驗與創意教學表現之間扮演正向調節效果；三、學校創新氣氛也可透過專業自主、接受挑戰、福樂經驗的中介作用而對創意教學表現產生影響，也就是說，專業自主是中介變項，而接受挑戰與福樂經驗除了是中介變項之外，也是被調節的變項。針對上述結果，本研究提出相關的討論與建議。

The proposed model was conceptualized by integrating the ideas of multilevel mediation together with an analysis of cross-level interaction. This study focused on the influences of intrinsic motivation and schools' climate of creativity on the creative teaching performance of teachers. The participants consisted of 216 teachers from 35 elementary schools in Taiwan. Findings include: (1) professional self-actualization， challenge tendency， flow experience， and schools' climate of creativity positively affected creative teaching performance. (2) schools' climate of creativity played a role of negative moderating effects in the explanation for the relationships among challenge tendency and creative teaching performance of teachers， but schools' climate of creativity also played a role of positive moderating effects in the explanation for the relationships among flow experience and creative teaching performance of teachers. (3) professional self-actualization， challenge tendency， and flow experience have a significant mediation effect on the prediction relationship of schools' climate of creativity on the creative teaching performance of teachers. In other words， autonomy， challenge tendency and flow experience played a role of mediation， and challenge tendency， flow experience played a role of moderation. Based on the results， the study also provided some discussions and suggestions.