創意教學自我效能感量表之編製與相關研究

Construction and Related Study of the Inventory of Self-Efficacy for Creative Teaching

林碧芳;邱皓政
Pi-Fang Lin;Hawjeng Chiou


所屬期刊： 第4卷第1期 「師資培育」
主編：中正大學教育學院講座教授
楊深坑
系統編號： vol012_06
主題： 師資培育
出版年份： 2008
作者： 林碧芳;邱皓政
作者(英文)： Pi-Fang Lin;Hawjeng Chiou
論文名稱： 創意教學自我效能感量表之編製與相關研究
論文名稱(英文)： Construction and Related Study of the Inventory of Self-Efficacy for Creative Teaching
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 30
中文關鍵字： 創意教學、自我效能感、創意教學自我效能感、驗證性因素分析
英文關鍵字： creative teaching, self-efficacy, self-efficacy for creative teaching, confirmatory factor analysis
服務單位： 國立政治大學教育系博士生;國立中央大學企業管理學系副教授
稿件字數： 25115
作者專長： 測驗統計、教育心理學、研究方法
投稿日期： 2007/3/2
論文下載： pdf檔案icon
摘要(中文)： 創意教學是當前教育實踐的重要課題，而教師是否能夠勇於創新突破，表現出教學的創意，關鍵因素在於教師本身對於從事創意教學工作一種勝任與否的能力評價，亦即「創意教學自我效能感」（self-efficacy for creative teaching）。本文基於Bandura（1977）的理論觀點，將傳統的「教師自我效能感」的概念延伸至創意教學的實施，認為創意教學自我效能感是預測教師創意教學行為的具體指標，因此除了回顧創意教學與自我效能感的相關文獻，並編定「創意教學自我效能量表」，用以測量中小學教師創意教學能力的信念之個別差異。本研究以249名中小學教師為預試樣本，進行項目分析，並以「教師教學創新行為量表」為效標量表，以瞭解創意教學自我效能感的內在因素結構與區辨效度。進一步的，另以554名中小學教師為正式樣本，以驗證性因素分析進行「創意教學自我效能感」的構念效度驗證，分析結果指出量表具有良好的模式適配，信效度良好，背景變項的分析亦發現中小學教師在創意教學自我效能感的個別差異，最後，本文針對創意教學自我效能感的概念與實務上的應用提出討論。
摘要(英文)： Creative teaching is one of the most important issues in current education. The key to teaching creatively is the self-evaluation of ability and creativity. The purpose of this study is to clarify the concept of self-efficacy for creative teaching (SECT) and furthermore to develop a measurement tool for SECT. Based on Bandura’s (1977) conceptualization of self-efficacy, this study created the concept of self-efficacy specifically for school teachers doing creative teaching. A 24-item scale for measuring SECT was administered to 249 school teachers for item analysis in the pilot study. Subsequently, a sample was collected from 554 school teachers for confirmatory factor analysis and reliability estimation. Results revealed that the developed inventory—Inventory of Self-Efficacy for Creative Teaching—had satisfactory reliability and validity. A three-factor model with correlation among factors was identified as a good model for fitting the data. Finding of the analysis on background variables are reported. Finally, the significance and the implication of the Inventory of Creative Teaching Self-Efficacy are discussed.
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