工作動機與主觀幸福感對教保服務人員創意教學表現之影響：階層線性模式分析

The Impact of Task Motivation and Subject Well-Being on Preschool Educators' Creative Teaching Performance: An Analysis of Hierarchical Linear Modeling

由於現有的創意教學表現的研究大多採用單一層次的分析邏輯，且多專注在個體層次的分析。但有鑑於個體屬於組織內部，使其資料具有鑲嵌的特性，將有違樣本獨立性假定。因此，本研究將採多層次分析設計，在兼顧幼兒園組織層次因素（主觀幸福感）與教保服務人員個體層次因素（工作動機）下，了解影響教保服務人員創意教學表現的因素。本研究採立意抽樣方式，從135間私立幼兒園中回收有效問卷395份。接著使用階層線性模式進行資料分析，研究結果顯示，教保服務人員的工作動機會正向影響其創意教學表現，主觀幸福感亦會正向影響創意教學表現，且主觀幸福感則在工作動機與創意教學表現行為之間扮演著調節的角色。針對上述結果，本研究提出相關的討論與建議。

Previuos studies on the teaching performance of the creative instruction mostly used a single level of analyses, particularly focusing on the individual level of analyses. However, given that individuals belong to the organization and the the data have a mosaic of features, which would run counter to the sample independence assumption. Therefore, this study adopted the multi-level design, taking into account organizational- level factors (SWB) and individual-level factors (task motivation), to investigate the factors affecting preschool educator' creative instruction performance. This study used the purposive sampling, collecting a total of 395 samples from 135 private kindergartens. Using hierarchical linear modeling for data analyses, we found that both the task motivation and SWB had positive impacts on creative instruction performance. In addition, the cross-level moderating effects of SWB on the task motivation and creative teaching performance were found. Implications and suggestions for research and practice are discussed.