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研究生:葉彥慈
研究生(外文):Yeh, Yen-Tzu
論文名稱:創意個人認定對創意教學表現的影響:專業認同與組織認同的調節效果
論文名稱(外文):The Effects of Creative Personal Identity on Creative Teaching Performance:Moderating Effects of Prfessional identification and Organizational Identification.
指導教授:陳玉樹陳玉樹引用關係
指導教授(外文):Chen, Yu-Shu
口試委員:林原宏吳勁甫
口試委員(外文):LIn, Yuan-HorngWu, Jin-Fu
口試日期:2012-07-19
學位類別:碩士
校院名稱:國立中正大學
系所名稱:成人及繼續教育研究所
學門:教育學門
學類:成人教育學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:77
中文關鍵詞:創意個人認定組織認定組織認同專業認同創新教學表現
外文關鍵詞:Creative Personal IdentityOrganizational identityOrganizational identificationProfessional identificationCreative Teaching Performance
相關次數:
  • 被引用被引用:2
  • 點閱點閱:423
  • 評分評分:
  • 下載下載:66
  • 收藏至我的研究室書目清單書目收藏:1
本研究主要以社會認定理論為基礎,探討創意個人認定對教師創意教學表現的影響;並探討組織層次中的升學型組織認定以及個體層次中的組織認同與專業認同對教師創意個人認定與創意教學表現產生的影響。本研究以主要以國中藝術與人文領域教師為研究對象,採用問卷調查,總計從58所學校收回有效問卷273份。本研究以階層線性模式進行統計考驗,研究結果如下:(1)教師知覺之創意個人認定對其創意教學表現具有正向影響效果;(2)教師知覺學校之升學型組織認定對其創意教學表現不具有跨層次的直接影響效果;(3)專業認同對教師創意個人認定及創意教學表現的關係不具有調節效果;(4)升學型組織認定對教師創意個人認定及其創意教學表現不具有調節效果;(5)升學型組織認定、組織認同及教師創意個人認定的三元交互作用對創意教學表現不具有調節效果。本研究僅驗證創意個人認定對教師創新教學表現有直接影響效果,升學型組織認定有調節效果。最後根據本研究之結果,提出理論與實務意涵,並說明研究限制以供後續研究參考。
Based mainly on social identity theory, the present research except to explore the effects of Creative personal identity (CPI) on Creative teaching performance (CTP) and the moderating effects of organizational identity (OI), professional identification (PID) and organizational identification(OID). We collected the data mainly from 273 Arts and Humanities teacher in 58 junior high school. Using hierarchical linear modeling, we found there is only CPI has direct effect on CTP, and OI has moderating effect on CPI and CTP. Implications, limitations, and suggestion for future research were discussed.
目 次
誌 謝………………………………………………………………i
中文摘要………………………………………………………………ii
英文摘要………………………………………………………………iii
目 次………………………………………………………………iv
表 次………………………………………………………………vi
圖 次………………………………………………………………vii

第一章 緒論…………………………………………………………01
第一節 研究背景…………………………………………………………………01
第二節 研究問題陳述……………………………………………………………03
第三節 研究目的…………………………………………………………………07
第四節 研究的重要性……………………………………………………………08
第二章 文獻探討……………………………………………………11
第一節 社會認定理論……………………………………………………………11
第二節 創意個人認定……………………………………………………………18
第三節 組織認定…………………………………………………………………20
第四節 組織認同…………………………………………………………………22
第五節 專業認同…………………………………………………………………25
第六節 創意教學表現……………………………………………………………27
第七節 假設推演…………………………………………………………………28
第八節 概念模式…………………………………………………………………34
第三章 研究方法……………………………………………………35
第一節 研究程序與對象…………………………………………………………35
第二節 測量工具及變項…………………………………………………………38
第三節 資料分析…………………………………………………………………42
第四章 研究結果……………………………………………………44
第一節 敘述性統計………………………………………………………………44
第二節 模式假設檢定……………………………………………………………46
第五章 討論與建議…………………………………………………51
第一節 研究結果與討論…………………………………………………………51
第二節 理論與實務意涵…………………………………………………………55
第三節 研究限制與後續研究建議………………………………………………58
參考文獻………………………………………………………………61

表 次
表1:巢套驗證式因素分析…………………………………………………………42
表2:潛在變項之相關與區別效度考驗……………………………………………43
表3:個體層次平均數、標準差及變項之相關……………………………………45
表4:創意教學階層線性模式分析結果……………………………………………50

圖 次
圖1:研究架構圖……………………………………………………………………34
圖2:跨層次調節效果圖……………………………………………………………48
















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