中部地區幼兒教師創造力人格特質與教學效能之相關研究

A Study of the Relationship between Kindergarten Teachers’ Creative Personalities and Teaching Effectiveness in Central Part of Taiwan

本研究旨在探討不同背景變項之幼兒教師在創造力人格特質與教學效能上的差異情形，進而了解幼兒教師創造力人格特質與教學效能之相關情形。循此，本研究採用問卷調查法，針對中部地區共615位幼兒教師爲對象進行研究。本文之主要發現包括：一、幼兒教師具中等以上之創造力人格特質與教學效能；ニ、幼兒教師的創造力人格特質鲁因年齢、教學年資、最高學歷、任教班別、園所性質及婚姻狀態等變項之不同而有顯著性差異；三、幼兒教師的教學效能也鲁因年齡、教學年資、最高學歷、園所規模、婚姻狀態及子女數等變項之不同而有顯著性差異；四、幼兒教師的創造力人格特質與教學效能總量表與各向度之間，均呈現顯著正相關。

The purposes of this study were (a) to investigate the kindergarten teachers’ creative personalities and teaching effectiveness based on the different background variables， (b) to understand the relationship between kindergarten teachers’ creative personalities and teaching effectiveness. A questionnaire method was employed for this study. There were 615 kindergarten teachers from the central part of Taiwan participated this study. The findings were as follows:1. The kindergarten teachers from the central part of Taiwan demonstrated the median-high score of the creative personalities and teaching effectiveness.2. There were significant differences of kindergarten teachers’ creative personalities among teachers’ different age， teaching years， the highest academic credentials， teaching classes， the nature of the school and the status of marriage.3. There were significantly differences of kindergarten teachers’ teaching effectiveness among teachers’ age， teaching years， the highest academic credentials， the school sizes， the status of marriage and the number of children.4. There was a significantly positive correlation between kindergarten teachers’ creative personalities and their teaching effectiveness.