以創意教學自我效能為中介變項探討創造人格特質對教保服務人員工作滿意度的影響

Abstract

教保服務人員的工作滿意度會影響自身的教學表現，如能更了解教師的心理與內在歷程，有助於提升教育品質也能促進組織穩定運作。 本研究旨在探討創意教學自我效能與創造人格特質對教保服務人員工作滿意度的關係，並進一步探討創造人格特質是否會透過創意教學自我效能影響教保服務人員的工作滿意度。本研究邀請300位北、中、南地區有立案之公、私立幼兒園所在職之教保服務人員且有進行教學之工作為立意取樣對象，先後進行威廉斯創意傾向量表、創意教學自我效能感量表及教保服務人員工作滿意度量表，最後蒐集了289份有效樣本進行分析。 本研究結果如下： (1)教保服務人員的創造力人格特質、創意教學自我效能與工作滿意度之各變項間有顯著相關； (2)進一步發現教保服務人員之創造人格特質正向預測創意教學自我效能感與工作滿意度，且教保服務人員的創意教學自我效能感正向顯著預測工作滿意度； (3)教保服務人員的創意教學自我效能在教師創造人格特質與工作滿意度之間有完全中介效果； (4)此模型中介效果會因教保服務人員的個人背景而有所不同。 最後，本研究亦提出後續相關研究與實務之建議，並針對本研究的限制與未來方向進行進一步討論，希冀能做為未來園所甄選幼教師以及幼教師在職進修之參考依據。

Many studies had found that preschool educators’ job satisfaction has affected their own teaching performance. If we explore teacher’s psychological mechanism, we will improve the educational quality. The purpose of the study was to assess the relationship between the creative personality, self-efficacy for creative teaching and teacher job satisfaction. Further, explore its specific mechanism by using self-efficacy for creative teaching as mediator. We invited preschool educators who conducted at public and private preschools in Taiwan. The questionnaires were issued by convenience sampling of 300 questionnaires. Finally, we collected 289 valid samples for analyzing. The result showed that creative personality significantly predicted self-efficacy for creative Teaching and teacher job satisfaction, and the self-efficacy for creative Teaching significantly predicted teacher job satisfaction. This study found that preschool educators, who have creative personality, can improve job satisfaction by Self-efficacy for Creative Teaching. According to these finding, the present study provides some suggestions for future research directions and practitioners.