學校創意守門人對創意教學及創造力培育態度與教師創意教學之關係

The Relationship between the School Gatekeepers' Attitude to Creativity and Teachers' Creative Teaching

本研究根據Csikszentmihalyi創造力系統理論，探討國民中小學教師創意教學守門人－「學校經營者」、「同儕教師」之創造力培育與創意教學態度與教師「創意教學內在動機」及「創新教學行為」之關係。經方便取樣233位臺灣北、中、南、東地區中小學教師（男58人，女175人，中學教師75人，小學教師158人）進行施測及分析後，結果發現，教師知覺「學校經營者」及「同儕教師」越重視鼓勵創意教學與創造力培育，則教師有越高之創意教學內在動機及創新教學行為，其中又以「學校經營者」的重視鼓勵對教師創新教學行為之預測力為最；結構方程模式的檢驗亦發現，「學校守門人創意態度」透過對「教師創意教學內在動機」影響教師創意教學，學校創意守門人越傾向鼓勵重視創意教學及創造力培育，越能激發教師「創意教學內在動機」，則教師越傾向創意教學。

The Csikszentmihalyi's system theory of creativity pointed out that the gatekeepers of the field would influence the personal creative performance. According to the theory， school managers and peer teachers play the role of gatekeepers to teachers' creative teaching. They would influence the teachers' creative teaching and intrinsic motivation of creative teaching. Two hundred and thirty three junior high school and elementary school teachers (male 58， female 175， junior high school 75， elementary 158) were sampled to test these hypotheses. The gatekeepers' attitude to creativity was significantly correlated with teacher's innovative teaching behavior and intrinsic motivation of creative teaching. Especially， the school managers more encouraged and emphasized creativity， teachers would more involve in creative teaching. The results of LISREL analysis showed that the direct effect on school gatekeepers' attitude to creativity and teachers' creative teaching was not significant， but the indirect effect via intrinsic motivation of creative teaching was significant.