學校支持對教師創造力教學行為影響之研究：角色認定與專業學習社群的多層次中介分析

A Study on How School Support Affects Teachers' Teaching Behavior for Creativity by Taking Role Identity and Professional Learning Community as Multilevel Mediator Analysis

隨著相關研究的成熟與思維轉變，教師的創造力教學行為已受到重視與探討，本研究目的為探討學校層次的學校支持對教師創造力教學行為是否具有直接影響效果；其次探討學校支持是否透過角色認定（個體層次）與專業學習社群（學校層次）的中介效果，對教師創造力教學行為產生間接影響。研究工具包含學校支持、專業學習社群、角色認定與創造力教學行為等量表，蒐集樣本共349位教師，分屬32個專業學習社群，統計分析方法採用階層線性模式。研究結果發現，學校支持對教師的創造力教學具有直接影響；其次，學校支持透過角色認定與專業學習社群中的關注學生和共享教學構面的完全中介，對提升創造力意向產生間接影響；最後，學校支持透過角色認定與共享教學的部分中介，對增進創造力技能產生間接影響。當討論創造力教學時，對於透過哪些因素影響創造力教學行為缺乏相關研究，尤其缺乏不同層次變項之間的討論，由此凸顯本研究的價值。

As the switch of thinking logic and getting mellowed research, teachers' teaching behavior for creativity has been noticed and discussed. There were two purpose of this study. One was to discuss whether school support level makes direct impacts to teachers' teaching behavior for creativity. The other was to discuss whether school support can be the mediator to affect teachers' teaching behavior for creativity indirectly by role identity (individual level) and professional learning community (school level). This study adapted four scales measurement as research instrument; they were scale of school support, scale of professional learning community, scale of role identity and scale of teaching behavior for creativity. Data collected includes 349 teachers, who belonged to 32 professional learning communities, and hierarchical linear modeling (HLM) was adapted. This finding showed supports form school makes direct influence to teaching behavior for creativity; there was also an indirect influence from the structure of paying more attentions to students and shared teaching under the school support with role identity and professional learning community, which were taken as mediators. At last, school support, via taking role identity and shared teaching as mediators, made indirect influence to increasing teaching behavior for creativity. When discussed creative teaching. it was lack of research discussions related to through what factors could affect teaching behavior for creativity. Especially the factors of multilevel was lacked. It would highlight the value of this study. Moreover, past research seldom discussed the intervening process of the situation of teachers involving in professional learning community. This study specifically discusses the structural relationship among four variables.