創造傾向量表在融合班體育教師背景變項之測驗恆等性檢定

Measurement Invariance in Background Variables of Creative Tendency Scale with Regard to Physical Education Teachers of Inclusive Classes

本研究旨在針對國中、小融合班的體育教師編製一份具有信、效度之創造傾向量表，並比較不同背景的體育教師在此工具上是否具有組間的不變性。研究者根據Williams（1980, 1993）的創造傾向理論，並參考李偉清（2012）的量表編製完成「國中小融合班體育教師創造傾向量表」，採分層隨機取樣與立意取樣合併之抽樣方式，共獲得768份有效樣本，再依分析的需要將此樣本隨機分為兩等分。先以第一組樣本作項目分析、驗證性因素分析和多群組分析，再以第二組樣本做此一測量模式的效度複核研究，最後則建立全國性常模。研究結果顯示「國中小融合班體育教師創造傾向量表」是一份具有信度和效度的量表，且測量模式的穩定性通過了交叉效度的檢驗。其次，該量表在融合班體育教師的「性別」、「最高學歷」、「畢業科系」及「任教階段」變項上，均具有測量的不變性，亦即本量表的題項和潛在因子間的關係，不會因個體背景變項之不同而有所改變。

This study developed a reliable and valid scale to measure creative tendencies among physical education (PE) teachers of inclusive elementary and junior high school classes and determined whether the backgrounds resulted in measurement invariance. This study referenced the creative tendency theory proposed by Williams (1980, 1993) and the scale developed by Lee (2012) to develop the scale and combined stratified random sampling and purposive sampling to obtain 768 valid samples. For the analysis, the samples were randomly divided into two groups of equal numbers of participants. The first group was used for item analysis, confirmatory factor analysis, and multigroup analysis. The second group was used to cross-validate the scale, and the results indicated that the scale featured favorable reliability and validity. This study also established a national norm. In addition, the sex, education levels, majors, and current teaching levels of the PE teachers exhibited measurement invariance; that is, the relationships between the items and the latent factors did not change because of these background variables.