實習教師成就目標、教師信念及任教意願與創意教學信念關係之研究

A Study on the Correlations between a Practice Teacher's Achievement Goal, Beliefs, Teaching Willingness and Creative Teaching Beliefs

本研究以實習教師的創意教學信念為主題，探討影響實習教師創意教學信念的因素。探討因素包含以教師信念、成就目標為自變項，並以任教意願為中介變項，創意教學信念為依變項，討論四個變項間的結構關係。本研究以實習教師作為研究樣本進行分析，採用問卷調查方式，抽樣方法為立意抽樣，總計回收 281 份有效問卷，使用結構方程式(SEM)進行結構模式之檢測並探討各變項間的關係。根據研究結果，獲致以下主要結論。教師信念、成就目標對創意教學信念有正向直接影響，但是任教意願對創意教學信念具有負向影響；此外，任教意願在成就目標與創意教學信念間具有中介效果。根據上述結果，本研究提出相關具體建議。

A practice teacher who could clearly outline the factors in the creative teaching beliefs might specifically enhance the creative teaching behavior after being a formal teacher. For this reason, this study focuses on discussing the factors in a practice teacher’s creative teaching beliefs, including teachers’ beliefs and achievement goal as the independent variables, teaching willingness as the mediator, and creative teaching beliefs as the dependent variable to discuss the structural relationship. Taking practice teachers as the samples for the analysis, questionnaire survey is applied and purposive sampling is preceded in this study. Total 281 valid copies of questionnaire are retrieved. Structural Equation Model (SEM) is used for testing the structural model and discussing the relationship among variables. The following conclusions are proposed based on the research results. A teacher’s beliefs and achievement goal present positive and direct effects on creative teaching beliefs, while teaching willingness appears negative effects on creative teaching beliefs. Moreover, teaching willingness shows mediation effects between achievement goal and creative teaching beliefs. According to above results, specific suggestions are further proposed in this study.