(3.230.173.249) 您好!臺灣時間:2021/04/21 05:14
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:劉丙燈
論文名稱:我國高級中等學校校長賦權領導、學校組織創新氛圍、教師心理賦權、教師創造性人格特質與教師創造力教學行為關聯性之探討
論文名稱(外文):The study of the relationship between principal empowering leadership, organizational climate of creativity at schools, teachers' psychological empowerment, teachers' creative personality and teachers' creative teaching behavior at Senior High School in Taiwan
指導教授:趙志揚趙志揚引用關係
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2013
畢業學年度:102
語文別:中文
論文頁數:263
中文關鍵詞:賦權領導學校組織創新氛圍心理賦權創造性人格特質創造力教學行為
外文關鍵詞:empowering leadershiporganizational climate of creativitypsychological empowermentpsychological empowermentcreative personalitycreative teaching behavior
相關次數:
  • 被引用被引用:7
  • 點閱點閱:666
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:3
本研究旨在探討我國高級中等學校校長賦權領導、學校組織創新氛圍、教師心理賦權、教師創造性人格特質與教師創造力教學行為之影響關係。本研究採用調查研究法,以我國高級中等學校教師為研究對象,採分層隨機抽樣,選取50所高級中等學校進行調查,每所學校發放30份,合計發出1,500份問卷,共計回收1,169份,有效問卷1,134份,有效問卷率為75.6%。蒐集的資料以描述性統計、相關、迴歸及階層線性模式等統計方法進行分析。
研究結果發現,我國高級中等學教師對目前校長賦權領導、學校組織創新氛圍、教師心理賦權、教師創造性人格特質與教師創造力教學行為的知覺表現屬中上水準;在跨層次分析結果方面,學校層次校長賦權領導、學校組織創新氛圍分別對個體層次的教師心理賦權、教師創造性人格特質和教師創造力教學行為具有正向影響關係,個體層次變項之間的正向影響關係也獲得支持;更進一步建構我國高級中等學校長賦權領導、學校組織創新氛圍、教師心理賦權、教師創造性人格特質與教師創造力教學行為的階層線性模式。最後,根據實證研究分析結果,本研究針對管理實務以及未來的研究,提出相關建議。
The purpose of this study was to explore the relationship between principal empowering leadership, organizational climate of creativity at schools, teachers’ psychological empowerment, teachers’ creative personality and teachers’ creative teaching behavior of the senior high school in Taiwan. Questionnaire survey research was adapted in this study. The subjects were senior high school teachers in Taiwan. By selected 50 high schools randomly, dispatch 30 questionnaires for each school and got returned valid copies 1134 from 1500 samples of total , the valid rate was 75.6%. Data were analyzed by SPSS using such statistical methods as descriptive statistics, Pearson correlation analysis, regression analysis and hierarchical linear model.
The results indicate first that teachers perceived that the degree of principal empowering leadership, organizational climate of creativity at schools, teachers’ psychological empowerment, teachers’ creative personality and teachers’ creative teaching behavior were above medium level of the senior high school in Taiwan. Second, at the cross level, principal empowering leadership, organizational climate of creativity at schools of school level had positive and significant relationships on teachers’ psychological empowerment, teachers’ creative personality and teachers’ creative teaching behavior of individual level. The positive relationships between variables of individual level were supported, too. Moreover, construct the relationship of principal empowering leadership, organizational climate of creativity at schools, teachers’ psychological empowerment, teachers’ creative personality and teachers’ creative teaching behavior for hierarchical linear model. Finally, according to the results of empirical study the suggestions for management practices and future research were proposed.
目錄
摘 要 I
Abstract III
謝誌 V
目錄 VII
圖次 XI
表次 XIII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究方法與步驟 6
第四節 研究範圍與限制 10
第五節 名詞解釋 13
第二章 文獻探討 17
第一節 賦權領導相關理論 17
第二節 組織創新氛圍相關理論 28
第三節 心理賦權相關理論 45
第四節 創造性人格特質相關理論 52
第五節 創造力教學行為相關理論 65
第六節 各變項間關係研究 81
第三章 研究設計與實施 87
第一節 研究架構 87
第二節 研究對象 90
第三節 研究工具 92
第四節 研究實施 113
第五節 資料處理 114
第四章 資料分析 117
第一節 樣本基本資料 117
第二節 現況分析 119
第三節 相關分析 135
第四節 廻歸分析 140
第五節 階層線性模式 143
第六節 假設考驗 162
第五章 結論與建議 165
第一節 研究結論 165
第二節 研究建議 174
參考文獻 179
中文部份 179
英文部份 192

附 錄 209
附錄一 專家內容效度審查邀請函及問卷 209
附錄二 專家內容效度審查修改意見彙整表 231
附錄三 預試問卷 239
附錄四 量表項目分析及信度分析結果摘要 249
附錄五 正式問卷 255




圖次
圖2-1 KEYS:評鑑工作環境創造力量表之基本架構 37
圖2-2 賦權理論研究方向 46
圖2-3 高創造力者人格特質 56
圖3-1 研究架構 88
圖4-1 創造力教學行為之整體模式 160

表次
表2-1 賦權領導的定義 20
表2-2 賦權領導內涵摘要 21
表2-3 國內外賦權領導的相關研究 26
表2-4 影響組織創新氛圍因素 30
表2-5 組織創新氛圍的意涵 32
表2-6 學校組織創新氛圍相關研究 42
表2-7 心理賦權的定義 47
表2-8 心理賦權的構面 48
表2-9 國內學者對心理賦權之相關研究 50
表2-10 創造性人格特質內涵 54
表2-11 國內使用創造性人格特質量表 57
表2-12 KAI創造性人格型態 60
表2-13 創造性人格特質相關研究 63
表2-14 創造力的定義 66
表2-15 傳統教學、創造性教學、創造思考教學之比較 68
表2-16 創造力教學行為定義 69
表2-17 影響創造力教學行為因素 72
表2-18 創造力教學行為的測量工具 75
表2-19 創造力教學行為相關研究 78
表3-1 取樣學校分布 91
表3-2 專家內容效度審查 93
表3-3 各變項信度分析結果摘要 95
表3-4 校長賦權領導量表驗證性因素分析 98
表3-5 學校組織創新氛圍量表驗證性因素分析 101
表3-6 教師心理賦權量表驗證性因素分析 104
表3-7 教師創造性人格特質量表驗證性因素分析 106
表3-8 教師創造力教學行為量表驗證性因素分析 110
表3-9 模式適配度指標 112
表4-1 整體樣本基本資料 118
表4-2 各變項的整體平均數與標準差 121
表4-3 各變項單一樣本t檢定摘要 122
表4-4 校長賦權領導各題項的平均數與標準差 123
表4-5 學校組織創新氛圍各題項的平均數與標準差 126
表4-6 教師心理賦權各題項的平均數與標準差 128
表4-7 教師創造性人格特質各題項的平均數與標準差 130
表4-8 創造力教學行為各題項的平均數與標準差 132
表4-9 各變項間相關分析 135
表4-10 心理賦權構面與教師創造力教學行為構面相關分析摘要 136
表4-11 教師創造性人格特質構面與教師創造力教學行為構面相關分析摘要 137
表4-12 學校組織創新氛圍構面與教師創造力教學行為構面相關分析摘要 138
表4-13 校長賦權領導構面與教師創造力教學行為構面相關分析摘要 139
表4-14 教師心理賦權對教師創造力教學行為迴歸分析 141
表4-15 教師創造性人格特質對教師創造力教學行為迴歸分析 142
表4-16 創造力教學行為整合分析結果摘要 145
表4-17 創造力教學行為虛無模式分析結果摘要 147
表4-18 隨機迴歸模式分析結果摘要 150
表4-19 截距預測模式分析結果摘要 151
表4-20 截距預測模式分析結果摘要 154
表4-21 截距預測模式分析結果摘要 156
表4-22 截距預測模式分析結果摘要 158
表4-23 截距預測模式分析結果摘要 159
表4-24 截距預測模式分析結果摘要 159
參考文獻
中文部份
丁興祥、陳明穗、蔡啟通、邱皓政、李宗沅(1991)。羅賽浦創造測驗修定報告。中國測驗學會年刊,38,189-200。
毛連塭、郭有遹、陳龍安、林幸台(2000)。創造力研究。台北:心理。
王文中、鄭英耀(2000)。創造力發展量表之編製與試題反應分析。測驗年刊,47(1),153-173。
王文科、王智弘(2006)。教育研究法。台北:五南。
王瑞(2002)。創造思考教學策略對學生創造力之影響。台灣教育,614,24-28。
王精文、徐碧慧、李珍玫(2007)。創造力人格、領導型態與績效關係之探討。臺大管理論叢,17(2),159-182。
王精文、陳心懿、林怡君、林栢章、李珍枚(2011)。從領導與成員創造力人格觀點探討虛擬團隊的創造力績效。交大管理學報,31(1),135-168。
王麗雲、潘慧玲(2000)。教師彰權益能的概念與實施策略。教育研究集刊,44 ,173-199。
王麗雲、潘慧玲(2001)。以彰權益能觀點檢核學校教師會運作。載於國立臺灣師範大學,學校革新研討會手冊暨論文集,31-49。
李乙明、呂金燮(2002)。從創造力的本質到區分性的評量。創造能力課程開發國際學術研討會。台北:國立台北師範學院。
石晁驊、劉碧琴、湯大緯(2009)。授權賦能認知與LMX對工作績效的影響。興國學報,10,59-68。
吳武典、陳昭儀(2001)。教育部創造力教育白皮書:子計劃(三)我國中等教育階段創造力政策規劃報告。台北:教育部顧問室。
吳家碧(2011)。創造人格特質在自我效能與內在動機對國小健體領域教師創意教學之探析。育達科大學報,29,1-16。
吳清山(2002)。創意教學的重要理念與實施策略。台灣教育,614,2-8。
吳清山、林天祐(2003)。教育名詞解釋-增權益能。教育研究,113,160。
吳靜吉(1983)。創造性人格量表。台北:作者。
吳靜吉(2002)。華人學生創造力的發掘與培育。應用心理研究,15,17-42。
吳靜吉、林偉文(2004)。創意氛圍與創造力培育。發表於瀋陽創造教育國際學術研討會。中國瀋陽:東北大學。
呂金燮(2003)。創造力教學的本質與陷阱。資優教育,86,1-9。
佘溪水、石家驊(2009)。組織學習與創新氣候對創新績效影響之研究。明新學報,35(1),183-196。
林幸台、王木榮(1994)。威廉斯創造力測驗指導手冊。台北:心理。
林廷華(2012)。幼兒教師創造力教學行為研究。正修學報,25,201-224。
林明杰、李信達(2011)。組織社會化程度、授權賦能認知對個人創新行為影響之研究:顧客導向行為的中介效果。科技管理學刊,16(2),53-80。
林碧芳、邱皓政(2008)。創意教學自我效能感量表之。編製與相關研究。教育研究與發展,4,141-169。
林偉文(2006)。學校創意守門人對創意教學與創造力培育態度與教師創意教學之關係。教育學刊,27,69-92。
林偉文(2011)。創意教學與創造力的培育-以「設計思考」為例。教育資料與研究雙月刊,100,53-74。
林國楨、林耀榮、劉秀嫚(2009)。學校組織創新經營與創造力教學行為關係之研究。載於國立彰化師範大學教育研究所舉辦之「創造力與教育創新」國際學術研討會論文集,彰化市。
林鉦棽、彭台光(2006)。多層次管理研究:分析層次的概念、理論和方法。管理學報,23,649-675。
邱從益(2005)。組織氣氛與學校經營。學校行政,36,71-86。
邱皓政(2000)。技術創造力特性與開發研究,子計劃九:組織環境與創意行為-組織創新量表的發展與創新指標的建立(NSC 89-2519-128-001)。行政院國家科學委員會專題研究成果報告。臺北:國科會。
邱皓政(2001)。校園中的創造性環境與文化:從技職學校到普通高中校園創造性組織氣氛之評量與相關因素之研究(NSC89-2519-S-128-002)。臺北:國科會。
邱皓政(2002)。學校組織創新氣氛的內涵與教師創造力的實踐-另一件國王的新衣。應用心理研究,15,191-224。
邱皓政、陳燕禎、林碧芳(2009)。組織創新氣氛量表的發展與信效度衡鑑。測驗學刊,56(1),69-97。
邱皓政、溫福星(2007)。脈絡效果的階層線性模型分析:以學校組織創新氣氛與教師創意表現為例。教育與心理研究,30,1-35。
邱皓政等譯(2008)。創造力:當代理論與議題(M. A. Runco著2007出版)。台北市:心理。
洪久賢、洪榮昭、林麗娟、蔡長艷(2007)。影響教師創意教學因素之研究-以綜合活動領域為例。師大學報教育類,52(2),49-71。
洪久賢、溫秀玲、蔡長豔、宋慧娟(2003)。綜合活動領域教師創意教學成效之提升:影響因素與策略運用。行政院國科會補助專題研究計畫成果報告,未出版。
洪蘭譯(1999)。不同凡想(R. J. Sternberg &; T. I. Lubart原著,1995出版)。台北市:遠流。
胡夢蕾(2006)。我國創造力與人格特質研究之回顧與探析。教育學刊,26,215-240。
徐志文、張雨霖、巫宜錚、許芳彬(2011)。以階層線性模式分析學校組織創新氣氛、教師教學效能對創造力教學之影響。創造學刊,2(2),87-112。
徐聯恩、樊學良(2006)。組織創新氛圍及其效果:創新效能感之中介效果。2006創新與管理國際學術研討會。台北:實踐大學。
秦夢群、吳勁甫(2009)。國民中學教師彰權益能、學校組織健康與學校效能關係之研究。教育與心理研究,32(1),1-28。
袁慶宏、王雙龍(2010)。心理授權與主動性人格對個體創新行為的影響研究。當代財經,11,69-76。
張世彗(2003)。創造力:理論、技術/技法與培育。台北市:五南。
張世彗(2011)。創造力教學、學習與評量之探究。教育資料與與研究,100,1-22。
張仁家(2005)。學校組織創新氣候與經營成效之關係-以高職研究為例。台北:學富文化。
張心怡(2001)。授能領導-學校行政領導之新面向。學校行政,13,61-71。
張文隆 (2010)。賦權。台北:商周。
張雨霖、陳學志、徐芝君(2010)。教師創造力信念、創造力教學自我效能對創造力教學行為之影響。復興崗學報,99,151-172。
張景煥、初玉霞、林崇德(2008)。教師創造性教學行為評價量表的結構。心理發展與教育,3,107-112。
張景煥、劉翠翠、金盛華、吳琳娜、林崇德(2010)。小學教師的創造力培養觀與創造性教學行為的關系:教學調整能力的中介作用。心理發展與教育,1,54-58。
教育部(2002)。創造力教育白皮書:打造創造力國度。台北:教育部。
教育部(2004)。2005-2008教育施政主軸。台北:教育部。
教育部(2013)。學校概況統計。台北:教育部統計處。
莊皓睆(2008)。學校組織創新氛圍之城鄉差距對創意 教學行為之影響。第四屆學術研討會—教師生涯規劃與教育專業發展研討會。桃園:中原大學教育研究所暨師資培育中心。
許玫琇、張富鈞、鄭秀貴(2008)。高中體育教師創造人格特質、創意教學自我效能、內在動機及教學行為之相關研究。美和技術學院學報,27(2),113-124。
陳木金(1999)。國民小學教師創造性人格特質與美育教學之關係研究。藝術學報,65,161-170。
陳玉樹、胡夢鯨(2008)。任務動機與組織創新氣候對成人教師創意教學表現之影響:階層線性模式分析。教育心理學報,40(2),179-198。
陳春希、張緯杰、李旭梅、袁梅玲(2012)。領導與部屬交換關條、內外控人格對於員工工作態度之影響一心理賦能之中介效果。交大管理學報,32(2), 77-104。
陳龍安(2008)。創造思考教學的理論與實際。台北:心理。
陳霞鄢、王振德(2004)。國小資優班教師創造力教學行為之研究。資優教育研究,4(1),29-50。
單小琳(2001)。建構式的領導初探:以兩所教育實驗國小的關鍵領導人為例。教育學刊,17,181-197。
隋楊、陳云云、王輝(2012)。創新氛圍、創新效能感與團隊創新:團隊領導的調節作用。心理學報,44(2),237−248。
黃乃熒(2002)。以教師彰權益能觀點探究學校權力生態-以一所國中教評會為例。師大學報,47(1),59-81。
黃四林、林崇德、王益文(2005)。創造力內隱理論研究:源起與現狀。心理科學進展,13,715-720。
黃秀如(2012)。賦權領導與服務導向組織公民行為之關係-賦權氛圍的中介效果。發表於2012 TOPCO崇越論文大賞。2012年11月23日,取自http://thesis.topco-global.com/TopcoTRC/2012Thesis/F0033.pdf
黃品全(2005)。轉型與交易領導對心理賦權服務導向組織公民行為之影響-以模式建立及全職部分工時餐飲人員比較分析。觀光研究學報,11(3),233-258。
黃哲彬(2004)。談授權增能在學校行政上之應用。學校行政,30,31-46。
黃哲彬(2007)。授能領導對校長領導之啟示。教育趨勢導報,28 ,87-96。
黃哲彬(2010)。國中校長賦權增能領導行為、組織創新經營與學校效能關係之研究。第九屆教育經營與管理學術研討會。臺南:國立臺南大學。
黃哲彬(2011)。國民中學校長賦權增能領導行為、組織創新經營與學校效能關係之研究。臺南市政府100年度自行研究報告書,2012年11月23日,取自http://rdec.tainan.gov.tw/rdec/
黃素惠、黃政彬(2006)。學校組織創新氛圍之探析。教育暨外國語文學報,100(4),25-49。
黃惠君、葉玉珠(2008)。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理學報,31(2),85-118。
黃麗美(2005)。國民中小學組織創新氣氛內涵與教師知覺之研究。臺北市立教育大學學報,36(2),171-210。
黃麗美(2007)。組織創新氣氛與學校效能關係之研究。臺北市立教育大學學報,38(1)。93-128。
溫玲玉、陳明輝(2008)。組織創新氣候與員工敬業貢獻度對個人創新行為影響之研究。發表於第八屆健康與管理學術研討會。新竹:元培科技大學。
溫福星(2006)。階層線性模式:原理、方法與應用。台北市:雙葉。
溫福星、邱皓政(2009)。組織研究中的多層次調節中介效果:以組織創新氣氛、組織承諾與工作滿意的實證研究為例。管理學報,26(2),189-211。

葉玉珠、吳靜吉、鄭英耀(2000)。影響科技與資訊產業人員創意發展的因素之量表編製。師大學報:科學教育類,45(2),39-63。
葉玉珠(2000)。創造力發展的生態系統模式及其應用於科技與資訊領域之內涵分析。教育心理學報,32(1),95-122。
葉玉珠、吳靜吉(2002)。創意發展組織因素量表之編制:以科技產業為例。應用心理研究,15,225-247。
葉玉珠(2006)。創造力教學:過去、現在與未來。台北:心理。
詹益郎(2003)。現代管理精論:企業成功之道。台北:華泰。
劉雲、石金濤(2009)。基於KEYS的組織創新氣氛量表。開發工業工程與管理,14(4),105-112。
劉雲、石金濤(2010)。授權理論的研究邏輯─心理授權的概念發展。上海交通大學學報,1(18),54-59。
劉耀中(2008)。心理授權的結構維度及其與員工創新行為的關系研究。西北師大學報,45(6),90-94。
蔡宜貞、林珊如(2005)。學校組織創新氛圍與教師工作動機之相關研究。發表於第三屆創新與創造研討會。台北市:國立政治大學。
蔡淑敏、廖勝能(2004)。學校組織創新氣氛與知識管理關係之研究。屏東師院學報,20,39-64。
蔡啟通(2004)。動機取向、組織創新氣候與員工創新行為之關係:Amabile 動機綜效模式之驗證。管理學報,21(5),571-592。
蔡啟通、高泉豐(2004)。動機取向、組織創新氣候與員工創新行為之關係:以Amabile動機綜效模型之檢驗。管理學報,21(5),571-592。
蔡進雄(2003)。授權抑或授權賦能?論校長如何運用授權賦能領導。人文及社會學科教學通訊,10(5),62-79。
蔡進雄(2004)。領導新典範:後英雄式領導的意涵及其對學校行政領導的啟示。教育政策論壇,7(1),111-130。
蔡進雄(2005)。超越轉型領導:國民中小學校長新轉型領導影響教師組織承諾之研究。國民教育研究集刊,13,37-63。
鄭明宗(2008)。賦權領導。載於黃宗顯等(合著),學校領導新理論與實踐(p294-317)。台北:五南。
鄭英耀、王文中(2002)。影響科學競賽績優教師創意行為之因素。應用心理研究,15,163-187。
鄭崇趁(2012)。賦權增能的作法。國民教育,52(4),110-110。
鄭博真(2011)。我國幼兒教師創造力人格特質與創造力教學行為之研究。高雄師大學報:教育與社會科學類高雄師大學報,31,71-98。
鄭博真(2010)。幼兒教師創造力人格特質與創造力教學行為:量表發展、現況分析及相關研究。行政院國家科學委員會專題研究計畫成果報告(NSC98-2410-H-273-001)。臺北:國科會。
蕭佳純(2007)。創造力人格特質、領導風格、組織結構與知識創新關係之研究:以成人教育機構為例。教育經營與管理研究集刊,3,51-79。
蕭佳純(2011)。領導者創新領導行為、組織創新氣氛、知識管理能力與社區大學創新經營關連之探究。國立臺南大學教育研究學報,45(1),45-69。
蕭佳純、涂志賢(2012)。教師創造力教學行為量表之發展。課程與教學,15(2),88 -118。
賴廷彰、吳錦彬(2009)。非營利組織之組織創新氛圍與組織承諾關係之研究-以苗栗縣國小教師為例。管理創新與教育研究學報,2,55-69。
謝文全(2007)。教育行政學。臺北:高等教育。
顏秀如、張明輝(2005)。學校創新經營的意涵與實施計畫。中等教育,56(3),28-52。
鍾任琴、黃增榮(2000)。中小學教師權能量表編製之研究。朝陽學報,5,345-372。
魏美惠、羅巧玲(2012)。淺談教師創造力與創造性人格特質對教學效能的影響─以幼兒教育為例。資優教育,122,17-23。
羅世輝、湯雅云(2003)。內外控人格特質與授權賦能認知對工作滿足之影響−以金融保險業為例。人力資源管理學報,3(1),1-9。
嚴秀茹、林育理、戴淑賢(2010)。服務氣候對服務導向公民行為之影響歷程探討─員工心理授權與角色界定之中介模式。管理評論,23(1),25-48。

英文部份
Allport, G. W. (1937). Personality: A psychological interpretation. NY: Hole, Rinehart &; Winson.
Ahearne, M., Aathieu, J., &; Rapp, A. (2005). To empower or not to empower your sales force?An empirical examination of the influence of leadership empowerment behavior on customer satisfaction and performance. Journal of Applied Psychology, 90, 945-955.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Bouler, CO: West view.
Amabile, T. M., Conti, R., Coon, H., Lazenby, J., &; Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39(5), 1154-1184.
Amabile, T. M., &; Gryskiewicz, S. S. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal, 2, 231-253.
Amabile, T. M., Schatzel, E. A., Moneta, G. B., &; Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly, 14, 5-32.
Aronold, J. A., Arad, S., Rhoades, J. A., &; Drasgow, F. (2000). The empowering leadership questionnaire: the construction and validation of a new scale for measuring leader behaviors. Journal of Organizational Behavior, 21(3), 249-269.
Atwater, L., &; Carmeli, A. (2009). Leader-member exchange, feelings of energy and involvement in creative work. Leadership Quarterly, 20, 264-275.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist Association, 37(2), 122-147.
Bandura, A. (2001). Social cognitive theory of mass communication. Media Psychology, 3(3), 265-299.
Baron, R. M., &; Kenny, D. A. (1986). The oderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical consideration. Journal of Personality and Social Psychology, 51, 1173-1182.
Bassiri, D. (1988). Large and small sample properties of maximum likelihood estimates for the hierarchical linear model(Unpublished doctoral dissertation). University of Michigan State.
Bellamy, A. R. (2003). An exploratory analysis of the influence of new technology planning and implementation on the perceptions of new technology effectiveness, working paper. The Midwest Academy of Management.
Bharadwaj S., &; Menon A. (2000). Making innovation happen in organizations: Individual creativity mechanisms, organization creativity mechanisms or both? Journal of Production Innovation Management, 17, 424-434.
Bogler, R., &; Somech, A. (2004). Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and teacher education, 20(3), 277-289.
Bonder, S. L. (2005). Design and empirical analysis of a model of empowering leadership(Unpublished doctoral dissertation). University of North Texas, TX.
Bowen, D. E., &; Lawler, E. E. (1995). Empowering service employees. Sloan Management Review, 36(4), 73-84.
Buskist, W. (2002). Effective teaching: Perspectives and insights from division two's 2- and 4-year awardees. Teaching of Psychology, 29(3), 188-193.
Carlos, G., &; Tabord, M. (2000). Leadership, teamwork, and empowerment: Future management trends. Costing Engineering, 42(10), 41-42.
Chang, C. P., Chuang, H. W., Bennington, L. (2011). Organizational climate for innovation and creative teaching in urban and rural schools. Quality &; Quantity, 45(4), 935-951.
Chebat, J. C., &; Akollias, P. (2000). The impact of empowerment on customer contact employees’ roles in service organizations. Journal of Service Research, 30(1), 66-81.
Cheng, M. Y. V. (2001). Enhancing creativity of elementary science teachers: A preliminary study. Asia-Pacific Forum on Science Learning and Teaching, 2(2), Article 4. Retrieved May 15, 2012, from http://www.ied.edu. hk/apfslt/v2_issue2chengmy/index.htm
Cheng, M. Y. V. (2002). Creativity in teaching: Conceptualization, assessment and resources(Unpublished doctoral dissertation). University of Hong Kong Baptist.
Cheng, S. H., Wang, Y. D., Homg, R. Y. , &; Huang, Y. C. (2007). Person-project fit and R&;D performance: A case study of industrial technology research institute of Taiwan. R &; D Management, 37(3), 209-220.
Chen, Z. X., &; Aryee, S. (2007). Delegation and employee work outcomes: An examination of the cultural context of mediating processes in China. Academy of Management Journal, 50(1), 226-238.
Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43-51.
Chu, Y., &; Zhang, J. (2008). The relationship between teachers' achievement goal orientation and their creativity fostering behavior. Journal of Psychology, 43(3-4), 626-627.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences(2nd ed). Hillsdale, NJ: Erlbaum.
Conger, J. A., &; Kanungo, R. N. (1988). The empowerment process: Integrating theory and practice. Academy of Management Review, 13(3), 471–482.
Cropley, A. J. (1997). Fostering creativity in the classroom: general principles. In M. A. Runco (Ed.). Creativity research handbook. Cresskill, NJ: Hampton.
Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. London: Routledge.
Craft, A., Gardner, H., &; Claxton, G. (2008). Creativity, wisdom, and trusteeship: Exploring the role of education. Thousand Oaks, CA: Corwin.
Cropley, A. J. (2001). Creativity in education and learning. Sterling, VA: Stylus.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychological discovery and invention. NY: HarperCollins.
Csikszentmihalyi, M., &; Wolfe, R. (2000). New conceptions and research approach to creativity: Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Monk, R. J. Sternberg, &; R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent. NY: Elsevier.
Daft, R. L. (2001). Managing Dynamic Processes. Organization Theory and Design (7th ed). Cincinnati: South-Western College Publishing.
Daniel, M. , &; Alma, H. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching &; Teacher Education. An International Journal of Research and Studies, 22(8), 961-972.(EJ744988)
Davis, D. A. (2004). Testing for creative potential. Contemporary. Educational Psychology, 14, 75-87.
Dababneh, K., Ihmeideh, F., &; Al-Omari, A. (2010). Promoting kindergarten children’s creativity in the classroom environment in Jordan. Early Child Development and Care, 180(9), 1165-1184.
Dijke, M . V., Cremer, D. D., Mayer, D. M., &; Quaquebeke, N. V. (2012). When does procedural fairness promote organizational citizenship behavior. Organizational Behavior and Human Decision Processes, 117, 235-248.
Duffy, B. (2006). Supporting creativity and imagination in the early years. Buckingham, UK: Open University.
Ekvall, G. (1991). The organizational culture of idea management: A creative climate for the management of idea’s. In J. Henry &; D. Walker, Managing innovation (pp.73-79). Beverly Hills, CA: Sage.
Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5, 105-123.
Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2), 185-202.
Farrell, J. B., &; Weitman, C. J. (2007). Action research fosters empowerment and learning communities. Delta Kappa Gamma Bulletin, 73(3), 36-45.
Fletcher, J. K., &; Kaufer, K. (2003). Shared leadership: paradox and possibility. In C. L.,Pearce &; J. A. Conger(Eds.), Shared leadership: Reframing the hows and ways of leadership. Thousand Oaks, CA: Sage.
Fornell, C. R., &; Larcker, F. F. (1981). Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18, 39-51.
Forrester, V., &; Hui, A. (2007). Creativity in the Hong Kong classroom: What is the contextual practice? Thinking Skills and Creativity, 2, 30-38.
Freire, P. (1973). Education for Critical Consciousness. NY: Seabury.
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, Gandhi. NY: Basic.
Glission, A., &; James, L. R. (2002). The cross level effects of culture and climate in human service teams. Journal of Organizational Behavior, 23, 767-794.
Gough, H. G. (1979). A creative personality scale for the adjective check List. Journal of Personality and Social Psychology, 37(8), 1398-1405.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
Guilford, J. P. (1959). Personality, NY: McGraw-Hill.
Guilford, J. P. (1965). Fundamental statistics in psychology and education. NY: McGraw-Hill.
Hegyvary, S. T. (2003). Understanding organization, political, and personal power. Leadership roles and management functions in nursing theory and application. NY: Lippincott.
Hellriegel, D., &; Slocum, J. W. (1974). Organizational climate : Measure, research &; contingencies. Academy of Management Journal, 17, 255-280.
Hemlina, S. (2006). Creative knowledge environments. Creativity and innovation capacity factors in and around research groups in biotechnology. Paper presented at SPRU 40th Anniversary conference-The future of science, technology and innovation policy: Linking research and practice, Brighton, UK.
Hofmann, D. A. (1997). An overview of the logic and rationale of hierarchical linear models. Journal of Management, 23, 723-744.
Hong Kong Design Centre and the Asia Case Research Centre (2007). From creative industries to creative economy: The role of education. Hong Kong: Hong Kong Design Centre and the Asia Case Research Centre. Retrieved 11 July 2012, from www.innofoco.com/images/Creative Economy paper.pdf
Hong, E., Hartzell, S, A., &; Greene, M, T. (2009). Fostering creativity in the classroom: Effects of teachers' epistemological beliefs, motivation, and goal orientation. Journal of Creative Behavior, 43(3), 192-208.
Hope, S. (2010). Creativity, content, and policy. Taylor &; Francis Group, 111, 39-47.
Hunter, S. T., Bedell, K. E., &; Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69-90.
Horng, J. S., Hong, J. C., Chan Lin, L, J., Chang, S. H., &; Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358.
Houtz, J. C., LeBlanc, E., &; Butera, T. (1992). Personality type, creativity, and teaching style in student teachers. Classroom Interact, 15, 321-330.
Hoy, W. (1990). Organizational climate and culture: A conceptual analysis of the school workplace. Journal of Educational and Psychological Consultation, 1, 149-168.
Hoy, W. K., &; Clover, S. I. R. (1986). Elementary school climate:A revision of the OCDQ. Educational Administration Quarterly, 22(1), 93-110.
Hoy, W. K., &; Miskel, C. G. (1991). Educational administration: Theory, research, and practice (4th ed.). NY: McGraw-Hill.
Hunter, S. T., Bedell, K. E., &; Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19 (1), 69-90.
Hurt, J. C. (2008). Principals and teacher leaders co-constructing theories in practice: Empowerment and accountability exchanged through school leadership(Unpublished doctoral dissertation). University of Louisville, Kentucky.
Inglis, T. (1997). Empowerment and Emancipation. Adult Education Quarterly, 48(1), 3-17.
Insel, P. M., &; Moos, R. H. (1975). Work environment scale, Palo Alto, CA: Consulting Psychologists.
Isaksen, S. G., &; Mardock, M. C. (1993). The emergence of a discipline: Issue and approach to the study of creativity. In S. G. Isaksen, M. C. Mardock, R. L. Firestien, &; D. J. Treffinger(Eds.), Understanding and recognizing creativity: The emergence of discipline. Norwood, NJ: Ablex.
Isaksen, S. G. (1995). Some recent developments on assessing the climate for creativity and change. Paper presented at the International Conference on Climate for Creativity and Change, Buffalo, Centre for Studies in Creativity.
Isaksen, S. G., Lauer, K. J., Ekvall, G., &; Britz, A. (2001). Perceptions of the best and worst climates for creativity: Preliminary validation evidence for the situational outlook questionnaire. Creativity Research Journal, 13(2), 171-184.
James, L. R., Demaree, R. G., &; Wolf, G. (1993). Rwg: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78(2), 306-309.
James, V., Gerard, R. L., &; Vagt-Traore, B. (2004). Enhancing creativity in the classroom. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 15, 2012, from http://www.coe.uga.edu/epltt/creativity.htm
Jeffrey, B., &; Graft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, 30, 78-87.
Kanter, R. M. (1986). Creating the creative environment. Management Review, 75, 11-12.
Kassarjian, H. H. (1971). Personality and consumer behavior: A review. Journal of Marketing Research, 8(4), 409-409.
Kirton, M. J. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61, 622-629.
Konczak, L. J., Stelly, D. J., &; Trusty, M. L. (2000). Defining and measuring empowering leader behaviors: Development of an upward feedback instrument. Educational and Psychological Measurement, 60(2), 301-313.
Kreft, I., &; de Leeuw, J. (1998). Introducing multilevel modeling. Newbury Park, CA: Sage.
Lee, J. C. K., Hong, B. Y., Zhong, H. Z., &; Yu, I. J. (2011). Teacher empowerment and receptivity in curriculum Reform in China. Chinese Education and Society, 44(4), 64-81.
Litwin, G., &; Stringer, R. (1968). Motivation and organizational climate. Cambridge, Mass: Harvard University Press.
Liszt, A. R. (2008). Perceiving empowered leadership: A qualitative exploration of New York City principals' experience with decision-making authority in empowerment schools(Unpublished doctoral dissertation). University of Columbia, NY.
Lunenburg, F. C., &; Irby, B. J. (2006). The principalship: Vision to action. Belmont, CA: Thomson Wadsworth.
Luthans, F., Norman, S. M., Avolio, B. J., &; Avey, J. B. (2008). The mediating role of psychological capital in the supportive organizational climate: Employee performance relationship. Journal of Organizational Behavior, 29(2), 219-238.
Marks, A., &; Huzzard, T. (2008). Attractive workplaces for creative workers: It’s a sign of the times. Journal of Human Resource Costing and Accounting, 12(3), 225-239 (Emerald Highly Commended Award).
McClelland, D. D. (1975). Power is the great motivation. Harvard Business Review, 54(2), 100-110.
Menon, S. T. (2001). Employee empowerment: An integrative psychological approach. Applied psychology: An International Review, 50, 153-180.
Miyoung, H., &; Nam-Hwa, K. (2010). South Korean and the US secondary school science teachers’ conceptions of creativity and teaching for creativity. International Journal of Science and Mathematics Education, 8(5), 821-843.
Niehoff, B, P., Mooraman, R. H., Blakely, G., &; Fuller, J. (2001). The influence of empowerment on employee loyalty in a downsixing environment. Group &; Organization Management, 26(1), 93-113.
Nunnally, J. C. (1978). Psychometric theory. NY: McGraw-Hill.
Oldham, G. R., &; Cummings, A. (1996). Employee creativity: personal and contextual factors at work. Academy of Management Journal, 39, 607-634.
Oxford English Dictionary (1989). Oxford English Dictionary(2nd ed). Oxford England: Oxford.
Pearce, C. L., Sim, H. P., Coc, J. F., Smith, K. A., &; Trevino, L. (2003). Transactors, transformers and beyon: A multi-method development of a theoretical typology leadership. Journal of Management Development, 22(4), 273-307.
Pearson, L. C., &; Moomaw, R. H. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 37-53.
Peterson, R. E. (2002). Establishing the creative environment in technology education. The Technology Teacher,64(4), 7-10.
Pieterse, A., Knippenberg, D., Schippers, M., &; Stam, D., (2010). Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment. Journal of Organizational Behavior, 31(4), 609-623.
Pounds, J., &; Bailey, L. L. (2001). Cognitive style and learning: Performance of adaptors and innovators in a novel dynamic task. Applied Cognitive Psychology, 15, 547-563.
Prabhu, V., Sutton, C., &; Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53-66.
Rapp, A., Ahearne, M., Mathieu, J., &; Schillewaert, N. (2006). The impact of knowledge and empowerment on working smart and working hard: The moderating role of experience. International Journal of Research in Marketing, 23, 279-293.
Raudsepp, E. (1980). More Creative growth games. NY: Perigree Books, G.P. Putnam’s Sons.
Reitzug, U. C. (1994). A case study of empower principal behavior. American Educational Research Journal, 31(2), 283-307.
Rhodes, M. (1961). An analysis of creativity. In S.G. Isaksen (Ed.), Frontiers of creativity research, NY: Bearly Limited.
Rudowicz, E., &; Hui, A. (1997). The creative personality: Hong Kong perspective. Journal of Social Behavior &; Personality, 12(1), 139-157.
Rudowicz, E., &; Yue, X. D. (2001). Concepts of creativity: Similarities and differences among Hong Kong, Mainland and Taiwanese Chinese. Journal of Creative Behavior 34(3), 175-192.
Runco, M. A. (2007). Creativity: Theories and themes. Research, development and practice. Burlington, MA: Elsevier.
Saleh, S. D., &; Wang, C. K. (1993). The Management of Innovation: Strategy, Structure, and Organization Climate. IEEE Transactions on Engineering Management, 40(1), 14-20.
Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.
Schneider, B., &; Reichers, A. E. (1983). On the etiology of climates. Personnel Psychology, 36, 19-39.
Schulte, M., Ostroff , C., &; Kinicki, A. J . (2006). Organizational climate systems and psychological climate perceptions: A cross-level study of climate - satisfaction relationships. Journal of Occupational and Organizational Psychology, 79, 645-671.
Scott, G., Leritz, L. E., &; Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361-388.
Sigler, T. H., &; Pearson, C. M. (2000). Creating an empowering culture: Examining the relationship between organizational culture and perceptions of empowerment. Journal of Quality Management, 5, 27-52.
Soh, K. C. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34, 118-134.
Somech, A., &; Ron, I. (2007). Promoting organizational citizenship behavior in schools: the impact of individual and organizational characteristics. Educational Administration Quarterly, 43, 38-66.
Spence Laschinger, H. K., Finegan, J. E., Shamian, J., &; Wi1k, P. (2004). A longitudinal analysis of the impact of workp1ace empowerment on work satisfaction. Journal of Organizational Behavior, 25(4), 527-545.
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement and validation. Academy of Management Journal, 38(5), 1442-1465.
Srivastava, A., Bartol, K. M., &; Locke, E. A. (2006). Empowering leadership in management teams: Effects on knowledge sharing, efficacy, and performance. Academy of Management Journal, 49(6), 1239-1251.
Starko, A. J. (2000). Creativity in the classroom: School in the curious delight. Mahwah, NJ: LEA.
Sternberg, R. J., &; Lubart, T. L. (1996). Investing in creativity. American Psychologist, 51(7), 677-688.
Sternberg, R. J. (1999). Handbook of Creativity. NY: Cambridge.
Stokols, D., Clitheroe, C., &; Zmuidzinas, M. (2002). Qualities of work environments that promote perceived support for creativity. Creativity Research Journal, 14, 137-147.
Sternberg, R. J. (2007). Creativity as a habit. In A. Tan (Ed.), Creativity: A handbook for teachers (pp.3-26). Singapore: World Scientific Publishing.
Sung, S. Y., &; Choi, J. N. (2009). Do big five personality factors affect individual creativity? The moderating role of extrinsic motivation. Social Behavior and Personality, 37(7), 941-956.
Sweetland, S. R., &; Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizationalmodel of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.
Tesluk, P. E., Farr, J. L., &; Klein, S. R. (1997). Influences of organizational culture and climate on individual creativity. The Journal of Creative Behavior, 31(1), 27-41.
Thomas, K. W., &; Velthouse, B. A. (1990). Cognitive elements of empowerment: An interpretive model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681.
Thoonen, E., Sleegers, P., Oort, F., Peetsma, T., &; Geijsel, F. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496-536.
Tierney, P. (2008). Leadership and employee creativity. In J. Zhou &; C. E. Shalley (Eds), Handbook of organizational creativity. NY: Taylor and Francis.
Torrance, E. P. (1984). The role of creativity in identification of the gifed and talented. Gifted Child Quarterly, 4, 153-156.
Treffinger, D. J., Sortore, M. R., &; Cross, J. A. (1993). Programs and strategies for nurturing creativity. In K. A. Heller et. al.(1993). International handbook of research and development of gifted and talent. NY: Pergamon.
Treffinger, D. J. &; Isaksen, S. G. (2001). Teaching for creative learning and problem solving. In A. L. Costa. Developing minds: A resource book of teaching thinking. (3th ed). VA: ASCD.
Tschannen-Moran, M., &; Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
Van Houtte, M. (2005). Climate or Culture? A Plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71-89.
Webster, A., Campbell, C., &; Jane, B. (2006). Enhancing the creative process for learning in primary technology education. International Journal of Technology and Design Education, 16, 221-235.
Wechsler, S. (2000). Talent development in Brazil: As view by adult writers and poets. Roeper Review, 22(2), 86-88.
Williams, F. E. (1980). Creativity assessment packet (CAP): Manual. Buffalo: D.O.K.
Yeh, Y. C. (2008). Age, emotion regulation strategies, temperament, creative drama, and preschooler's creativity. Journal of Creative Behavior, 42(2),131-148.
Young, J. G. (1985). What is creativity? The Journal of Creative Behavior, 19(2), 77-87.
Zhang, X. (2007). Linking empowerment and employee creativity: The mediating roles of creative process engagement and intrinsic motivation(Unpublished doctoral dissertation). University of Maryland, College Park, Maryland.
Zhang, X., &; Sims, H. P. Jr. (2005). Leadership, collaborative capital, and innovation. In M. Beyerlein, S. Beyerlein, &; F. Kennedy (Eds), Advances in interdisciplinary studies of work teams, 14, 211-236. Greenwich, Connecticut: JAI.
Zhang, X., &; Bartol, K. M. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53(1), 107-128.
Zhou, J., &; Shalley, C. E. (2008). Handbook of organizational creativity. NY: Lawrence Erlbaum Associates.
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 王文中、鄭英耀(2000)。創造力發展量表之編製與試題反應分析。測驗年刊,47(1),153-173。
2. 王文中、鄭英耀(2000)。創造力發展量表之編製與試題反應分析。測驗年刊,47(1),153-173。
3. 王精文、徐碧慧、李珍玫(2007)。創造力人格、領導型態與績效關係之探討。臺大管理論叢,17(2),159-182。
4. 王精文、徐碧慧、李珍玫(2007)。創造力人格、領導型態與績效關係之探討。臺大管理論叢,17(2),159-182。
5. 王麗雲、潘慧玲(2000)。教師彰權益能的概念與實施策略。教育研究集刊,44 ,173-199。
6. 王麗雲、潘慧玲(2000)。教師彰權益能的概念與實施策略。教育研究集刊,44 ,173-199。
7. 石晁驊、劉碧琴、湯大緯(2009)。授權賦能認知與LMX對工作績效的影響。興國學報,10,59-68。
8. 石晁驊、劉碧琴、湯大緯(2009)。授權賦能認知與LMX對工作績效的影響。興國學報,10,59-68。
9. 吳家碧(2011)。創造人格特質在自我效能與內在動機對國小健體領域教師創意教學之探析。育達科大學報,29,1-16。
10. 吳家碧(2011)。創造人格特質在自我效能與內在動機對國小健體領域教師創意教學之探析。育達科大學報,29,1-16。
11. 吳靜吉(2002)。華人學生創造力的發掘與培育。應用心理研究,15,17-42。
12. 吳靜吉(2002)。華人學生創造力的發掘與培育。應用心理研究,15,17-42。
13. 呂金燮(2003)。創造力教學的本質與陷阱。資優教育,86,1-9。
14. 呂金燮(2003)。創造力教學的本質與陷阱。資優教育,86,1-9。
15. 佘溪水、石家驊(2009)。組織學習與創新氣候對創新績效影響之研究。明新學報,35(1),183-196。
 
系統版面圖檔 系統版面圖檔